Audiovisual Media In The Science Of Psychology

Audiovisual media in the science of psychology

Introduction

As we know, psychology is a science that tries to understand the human being taking into account three dimensions: behavioral, affective and cognitive. On the other hand, pedagogy is also a science that deals with education, especially that focused on children and adolescents.

For this reason, these two disciplines have assertive and empathic capabilities, since they work with people. Without a doubt, there are psychological and pedagogical bases that justify the use of audiovisual media as support for the understanding of the message. Audiovisual media are a set of visual and auditory techniques that support teaching, facilitating greater and faster understanding and interpretation of ideas. Psychological and pedagogical bases that justify the use of audiovisual media as support for the understanding of the message.

Developing

Audiovisual education emerges as a discipline in the 1920s, due to the advances of cinematography, the professors and pedagogues began using audiovisual materials as support to reach students in a more direct way. During the II World Warfuture.

The various psychology studies have shown the advantages of the use of audiovisual media in the teaching and learning process. Its use allows the student to assimilate a greater amount of information by perceiving it simultaneously through two senses: the view and the ear.

For this reason, audiovisual media become tools of great value in both face -to -face education and as a teaching assistants.

Currently, the psychological basis before the audiovisual media in the students usually constitutes the outstanding reason for the study and acts as a motivation mechanism for the development of their abilities significantly. In any teaching and learning process, the integration of the audiovisual media is necessary to motivate the student and this at the same time feels willing to learn.

However, based on the pedagogical base, I can say that audiovisual media develop a preponderant role to achieve significant learning in the student. The teacher must have a specialization for the proper management and use of these media and integrate them at a given time in the development of the teaching and learning session.

However, communication or sending messages through audiovisual media can be in a sense of the issuer to the receiver, or both senses of the issuer to the receiver and then exchanging. All this because the audiovisual media aim to conve.

The learning process must constitute the dialogue between the teacher and the student, since for the study of this master dialogue Laurillard proposes a conventional framework of the teaching/learning process consisting of four essential levels. Such as discursive, adoptive, interactive and reflective.

Audiovisual media, such as teleconference, allow you to maintain a distance conversation with applications developed on the Internet such as email, discussion groups and web pages.

Videoconference, it is a device from one to many, which allows to carry an auditory and visual communication with movement through cameras and television monitors. For the transmission of videoconference you can use telephone lines, digital network of integrated services, or satellite networks.

On the other hand, radio and television are mass media that have unique instructional characteristics that are typical of these media. Here are the devices such as videocasete, videodiscus, CD, DVD.

I want to comment on the master-student interaction that is used for student advice. The advice can be given by an asynchronous tool such as email, however some students prefer to do so with a synchronous tool, because this allows to close the feedback cycle more quickly.

And the student-student interaction is used by students to agree on the division of functions and logistics of team tasks, for this they could use asynchronous tools, these do not allow a rapid start of teamwork, since puttingagreement can take a week or more. A one -hour synchronous session can accelerate the functions division process.

Finally, the complex incidence of audiovisual media in the organization, the technical characteristics and the high cost of the equipment and the need for an orderly file of the material, advise the existence of a coordinator or head of audiovisual media. Its functions would be related to:

• Coordination of the use and maintenance of audiovisual equipment
• Cataloging and archiving of the passage material.
• Collection of information with audiovisual media.
• Dynamization of working groups within the study center.
• Coordination with external work groups and other entities.

These functions require the person to assume them, have a certain number of hours a week for this purpose. The use of these audiovisual media in the study centers significantly affects the teaching staff organization.

conclusion

In short, what can be stated above, it can be said that information and communications technologies is a product of the era of globalization that is undoubtedly available to individuals and is part of our lives, hence the importance of their use inThe education. Audiovisual media are of transcendental importance from the didactic point of view, it must be assumed for each academic and should be taught from the same.

Finishing, psychology and pedagogy justify in a positive way to the use of audiovisual media, influencing the understanding of the message in students, since it usually constitutes their abilities outstanding. Psychology and pedagogy are present in any teaching and learning process, it is necessary for teachers to know how to include audiovisual media to be support for students and use good use in them.