The Summary of Chapter 7 of Teaching Media Course
CHAPTER 7
AUDIO
1. Hearing and Listening
2. Developing Listening Skills
3. Audio Formats
4. Producing Class Materials on Cassette Tapes
5. Duplicating and Editing Audiotapes
6. Selecting Audio Materials
7. Programmed Instruction
8. Require Learner Participation
9. Evaluate and Revise
Hearing is a process in which sound
waves entering the outer ear are transmitted to the eardrum, converted into
mechanical vibrations in the middle ear, and changed in the inner ear into
electrical impulses that travel to the brain. The psychological process of
listening begins with someone's awareness of and attention to sounds or speech
patterns (receiving), proceeds through identification and recognition of
specific auditory signals (decoding), and ends incomprehension
(understanding).
2. DEVELOPING
LISTENING SKILL
Hearing is the foundation of
listening. Therefore, you should first determine whether all of your students
can hear normally. We can use a number of techniques to improve student
listening abilities:
Ø Guide
listening
Ø Give
directions
Ø Ask
students to listen for main ideas, details, or inferences
Ø Use
context in listening
Ø Analyze
the structure of a presentation
Ø Distinguish
between relevant and irrelevant information.
3. AUDIO
FORMATS
The comparative strengths and
limitations of the audio formats most often used for instructional
purposes-cassette tapes and compact discs.
a. Audiotapes
The major advantages of audiotape are
that you can record your own tapes easily and economically, and when the con-
tent becomes outdated or no longer useful, you can erase the magnetic signal on
the tape and reuse it.
b. Compact
Disc
A major advantage of the CD is its
resistance to damage. Stains can be washed off, and ordinary scratches do not
affect playback. And, if there is a scratch that can affect the quality of the
audio signal, a resin is now available to repair the disc.
c. MP3
MP3 (MPEG Audio Layer 3) is an audio
compression format that makes large audio files available by shrinking them
into smaller files that can quickly and easily be captured on the Internet.
ADVANTAGES:
Ø Inexpensive
Ø Readily
available and simple to use
Ø Reproducible
Ø Provides
verbal message for nonreaders
Ø Ideal
for teaching foreign languages
Ø Stimulating
Ø Repeatable
Ø Portable
Ø Ease
of lesson preparation
Ø Selections
easy to locate
Ø Resistance
to damage
LIMITATIONS:
Ø Fixed
sequence
Ø Doesn't
monitor attention
Ø Difficulty
in pacing
Ø Difficulty
in locating segment
Ø Potential
for accidental erasure
INTEGRATION:
The uses of audio media are limited only by the imagination of you and your students. You can use audio media in all phases of
instruction-from introduction of a topic to evaluation of student learning.
4. PRODUCING
CLASS MATERIALS ON CASSETTE TAPES
Students can use cassette tapes for
gathering oral histories and preparing oral book reports. The teacher can
prepare tapes for use in direct instruction, as illustrated by the
vocational-technical school example referred to later in this section. Skills
practice, such as pronunciation of a foreign language, can also be provided by
audiocassette. his
audiotape project serves the dual purpose of informing students and local
residents about local history and collecting and preserving information that
might otherwise be lost.
5. DUPLICATING
AND EDITING AUDIOTAPES
You can duplicate your tapes by one
of three methods:
a. The
acoustic method
The acoustic method does not require
any special equipment, just two recorders. One recorder plays the original
tape, and the sound is transferred via a microphone to a blank tape on the
other recorder.
b. The
electronic method
The signal travels from the original
tape to the recorder via an inexpensive patch cord.
c. The
high-speed duplicator method.
The high-speed duplicator method
requires a special machine. Master playback machines have a series of up to 10
“slave units," each of which can record a copy of the original tape at 16
times its normal speed.
6. SELECTING
AUDIO MATERIALS
Before selecting your audio
materials, you should have analyzed your audience and stated your objective according
to the ASSURE model. Then you are ready to select, modify, or design your audio.
7. UTILIZING
AUDIO MATERIALS
The five Ps are appropriate for group
use of audio materials:
a. Prepare
the materials
b. Prepare
the environment
c. Prepare
the learners
d. Provide
the learning experience
e. Preview
the materials
8. REQUIRE
LEARNER PARTICIPATION
Before you begin the lesson,
determine how to get and keep your students actively involved. One technique is
to give students a set of questions to answer during the listening.
9. EVALUATE
AND REVISE
Determine how effective the audio
materials were. You can gather data by making observations, evaluating test
results, or discussing the experience with students. You may decide to revise
how you use the materials or to modify the materials themselves.
Reference
Molenda, M., Russell, J. D., Heinich, R. (1993). Instructional
Media and the New Technologies of Instruction. Britania
Raya: Macmillan Publishing Company.
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