Instructional Aids
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Instructional aids should not be confused with training media. Educators generally describe training media as any physical means that communicates an instructional message to students. For example, the instructor's voice, printed text, video cassettes, interactive computer programs, part-task trainers, flight training devices or flight simulators, and numerous other types of training devices are considered training media. Instructional aids, on the other hand, are devices that assist an instructor in the teaching-learning process. Instructional aids are not self-supporting; they are supplementary training devices. The key factor is that instructional aids support, supplement, or reinforce.
In general, the coverage of instructional aids in the first part of this chapter applies to a classroom setting with one instructor and several students. The discussion about types of instructional aids begins with the most basic aids and progresses to the more complex and expensive aids. The last segment is about new training technologies which may apply to a typical classroom environment, as well as other training environments.
While instructors may become involved in the selection and preparation of instructional aids, usually they are already in place. Instructors simply need to learn how to effectively use them.
Instructional Aid Theory
For many years, educators have theorized about how the human brain and the memory function during the communicative process. There is general agreement about certain theoretical factors that seem pertinent to understanding the use of instructional aids.
During the communicative process, the sensory register of the memory acts as a filter. As stimuli are received, the individual's sensory register works to sort out the important bits 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 where it is processed for
Instructional aids should not be confused with training media. Educators generally describe training media as any physical means that communicates an instructional message to students. For example, the instructor's voice, printed text, video cassettes, interactive computer programs, part-task trainers, flight training devices or flight simulators, and numerous other types of training devices are considered training media. Instructional aids, on the other hand, are devices that assist an instructor in the teaching-learning process. Instructional aids are not self-supporting; they are supplementary training devices. The key factor is that instructional aids support, supplement, or reinforce.
In general, the coverage of instructional aids in the first part of this chapter applies to a classroom setting with one instructor and several students. The discussion about types of instructional aids begins with the most basic aids and progresses to the more complex and expensive aids. The last segment is about new training technologies which may apply to a typical classroom environment, as well as other training environments.
While instructors may become involved in the selection and preparation of instructional aids, usually they are already in place. Instructors simply need to learn how to effectively use them.
Instructional Aid Theory
For many years, educators have theorized about how the human brain and the memory function during the communicative process. There is general agreement about certain theoretical factors that seem pertinent to understanding the use of instructional aids.
During the communicative process, the sensory register of the memory acts as a filter. As stimuli are received, the individual's sensory register works to sort out the important bits 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 where it is processed for