ENRICHING LESSONS WITH

AUDIOVISUAL
TECHNOLOGY
LAVEETA SWEENEY
APRIL 17, 2017
EDU 648 TEACHING AND LEARNING WITH TECHNOLOGY
INSTRUCTOR: DR. MICHELLE WARN
 AUDIOVISUAL STIMULATION
ENRICHES ENGAGEMENT WITH LEARNING

FOUR TECHNOLOGIES AVAILABLE

TO EDUCATORS

Click &
Discover
 NEC
FEATURES
Short
Throw Interactive experiences with images,
Project documents & video allowing for
annotation
or
Simultaneous, multiple applications open,
video (+) with whiteboard and interactive
annotations.

Real time collaboration

Connects to personal devices

Pen and projected image interactivity

 FEATURES

Records audio from lecture

Allows students to highlight important information

Exportable to other technology

Provides review for information

Supports for organization of information & adding

enriching content such as images and text
 Ricoh
Interactive FEATURES
Digital
Whiteboard Opportunity for real time
collaborative work among students
and teachers from any location

Lessons can be uploaded and edited

in real time during collaborative work

Connectivity to other boards

Provides integrated communication

&work among students
 FEATURES
This visual technology tool allows students to create on their own
board and add it to a collaborative project.
Students can physically move the squares to arrange & create time
lines, sequences & relationships among the squares.
An app allows the completed board to be digitally saved, as well as
each square individually.
 Example of Application

Students can do individual research and during group share their work. Students can make notes, ask
Students
questions andcan do further
direct individual research
research on and during
topics. Thegroup
lessonshare their
can be work. Students
compiled can make
digitally during the notes, ask
formative
questions
stages. and direct further
Summative research
work can on topics.
be analyzed The lesson
individually andcan be compiled
in context digitally during
of comprehensive the formative
group work.
stages. Summative work can be analyzed individually and in context of comprehensive group work.
Lesson: Rainforest and the Environment
Lesson: Rainforest and the Environment
Students can be introduced to topic through videos, audio information sources and engage in brain
Students
storming. can be introduced to topic through videos, audio information sources and engage in brain
storming.
Individual research, task completion and contribution can be assembled and shared in group for all to
Individual
engage. research, task completion and contribution can be assembled and shared in group for all to
engage.
Notes, questions and ideas can be collaborated upon and shared on individuals work as well as
Notes, questions
educator provided and ideas can be collaborated upon and shared on individuals work as well as
information.
educator provided information.
With interactive touch and pens students can assess, revise and grade work sharing support for where to
With interactive
improve touch
and how and information
to find pens students can assess, revise and grade work sharing support for where to
needed.
improve and how to find information needed.
Incremental check ins in whole group, small group and individually provide formative assessment
Incremental check ins infinalized
opportunities. Contribution whole group, small
to share group
with and
whole individually
project provide
provides formative opportunity.
the summative assessment
opportunities. Contribution finalized to share with whole project provides the summative opportunity.
Example of Application

Students can listen to lecture, watch video or movies and take notes without the gaps
Students can listen to lecture, watch video or movies and take notes without the gaps
in information that occur when students are divided in attending to the information and
in information that occur when students are divided in attending to the information and
making written notes.
making written notes.
During the information process students can attend more fully, have access to
During the information process students can attend more fully, have access to
clicking at moments to denote highlights of information and later create annotations,
clicking at moments to denote highlights of information and later create annotations,
notes, add images toward studying and integrating the information into useable
notes, add images toward studying and integrating the information into useable
knowledge toward the task.
knowledge toward the task.
The process of transcribing the notes digitally provides:
The process of transcribing the
notes digitally provides:
repetition with the information
repetition with the information
attention to creating the text and images
attention to creating the text and images
making connections to the information shared
making connections to the information shared
All of which support building study habits and learning.
All of which support building study habits and learning.
 Example of Application

Students can contribute to group projects.

Students can contribute to group projects.
Large projects can be organized into elements; assigned to individuals.
Large projects can be organized into elements; assigned to individuals.
Groups from anywhere can work on the same challenge and meet to compare ideas, share
Groups from
successes and anywhere
failures can work
and what on the same challenge and meet to compare ideas, share
was learned.
successes and failures and what was learned.
Comparisons of work, resolutions and outcomes can present critical thinking opportunities and
Comparisons of work, resolutions and outcomes can present critical thinking opportunities and
creative thinking.
creative thinking.
A project: how to build a bridge with specific requirements and constraints.
A project: how to build a bridge with specific requirements and constraints.
Groups of students from across locations can check in and share their work, with interactive notes
Groups of students from across locations can check in and share their work, with interactive notes
and ideas.
and ideas.
Groups then return to their projects with insights and suggestions and trails to enact toward
Groups
the task. then return to their projects with insights and suggestions and trails to enact toward
the task.
At the end of the project period, each group can present their model of the bridge and demonstrate
Atits
the end of the project
effectiveness. period, each
The students groupcomments
can offer can present their
and model
ideas of the
on the bridge
success of and demonstrate
the demonstration.
itsThis
effectiveness.
is feedback The
fromstudents
investedcan
andoffer comments
informed peers.and ideas on the success of the demonstration.
This is feedback from invested and informed peers.
Example of Application

Students can work on a language arts project - creating a short story using a variety of
Students can work on a language arts project - creating a short story using a variety of
grammatical or stylistic elements.
grammatical or stylistic elements.
Each student can contribute through creating their square and share with the
Each student can contribute through creating their square and share with the
group.
group.
Collaborative groups can assess fit and develop integration of each element toward a
Collaborative groups can assess fit and develop integration of each element toward a
cohesive whole the completed story.
cohesive whole the completed story.
With the app, educators can keep track of the overall progress as well as the
With the app, educators can keep track of the overall progress as well as the
individual contributions and evolutions of change during the process.
individual contributions and evolutions of change during the process.
These changes can instigate conversations about why they were made, the rationale
These changes can instigate conversations about why they were made, the rationale
supporting them.
supporting them.
 The Wrap
Up

Advances in technology allow for more than static or

passive watching of videos, pictures or listening.
Technology provides interaction with the information
and in collaboration with others in exploring and
refining learning.
Our best knowledge of how people learn indicates
that environments that serve as catalysts for
students cognitive growth are rich and stimulating
(Sousa & Tomlinson, Differentiation and the brain, 2011, p. 34).
Integrating audiovisual tools appropriately can
provide students with the enriched experiences that
build mastery learning.
IMAGE REFERENCES
Neurons: http://physicsworld.com/cws/article/news/2011/sep/13/physicists-in-tune-with-neurons
Projector: https://www.iconfinder.com/icons/45028/projector_icon
Microphone: https://twitter.com/sonocent
Interactive Pen:
https://www.shareicon.net/education-class-pointing-grammar-teaching-teacher-professor-whiteboards-whiteboard-674115
MC Square: https://www.mcsquares.com/collections/mcsquarespackages
Mouse hand click icon: http://www.designtoolbox.co.uk/free-resources/mouse-hand-click-free-articulate-storyline-template/
WRAP UP: http://www.wordsinspace.net/lib-arch-data/2013-fall/?p=670
Slide three:
Animated:
https://www.epson.com.sg/For-Work/Projectors/Short-Throw-Ultra-short-Throw/Epson-696Ui-Ultra-Short-Throw-Interactive-W
UXGA-3LCD-Projector/p/V11H728052#LgUAEce2ixHrZRfl.97
Projection: clip from video: https://www.youtube.com/watch?v=lM_fuz5ehLM
Slide four:
Sonocent: https://www.sonocent.com/en-us/audio-notetaker
Too many tasks: https://www.sonocent.com/en-us/updates
Slide five:
Students at board:
https://smarttech.com/us/Solutions/Higher+Education+Solutions/Products+for+higher+education/Interactive+whiteboard
s+and+displays/SMART+Board+interactive+whiteboards/SMART+Board+800i
two boards: https://www.ricoh.co.th/products/iwb
Slide six:
Square wall: https://www.mcsquares.com/products/mcsquares-sixteen-classroom-pack
Phone App: https://www.mcsquares.com/