See and hear : the journal on audio-visual learning (1945)

(CONTINL'ED FROM PRtCKUINC PACE) cover those ^vIkj were interested, lukewarm or e\eii antagonistic, and to furnish a le\cr with which to obtain action trom the administration on immediate needs. The questionnaire, the wording, time and method of distribution were all considered. In some cases a questionnaire might best be sent out over the signature of the head of the school. Here it was decided to make this a departmental function. Most of the questionnaire was more or less standard and obvious, a number of complaint or "gripe" opportunities were afforded the teachers, and many responses furnished excellent aids to further discussion. Improving Campus Know-How Good clues were obtained from the manner in which the questionnaires were filled out. One professor, for instance, considered audio-visual methods mere entertainment. This was my challenge— b) the end of the semester this same man had requested an o\eihead projector, an opacpic projector, a micro-projector, and several classroom motion pictures. Fiuther stud\ enabled group interests and the planning of activities around these interests to develop. Following the questioiniaire study, permission was granted to piesent a report and demonstration at a regidar facidi\ meeting, carefull) prepared on the basis of the siu\e\ and interviews held. Contrasts of piogress in technical fields using these new methods of instruction were made as against the inadequacy of traditional methods. More than fift) slides of both sizes in black-and-white, as well as color, were prepared and used. The main points f)f the lee tuie were smnined uj) in lirief statements on large flash cards. Three minutes of a motion picture, showing chroiiiosoine activity during cell division— a conce[jt almost imjjossiijle to teach ade(juately by usual textbook and microscope, in large classes— was shown. Another faculty member demonstrated the use of the tape recorder in correcting speech defects. Models, museum exhibits And other visual materials were briefly presented. I hen discussion was encouraged. The talk and demonstration were well received. The faculty wanted a return engagement to discuss s|jecific techniques. Several members visited the director for the first time to discuss audio-visual methods. It was important, then, that follow-up materials be carefully planned and provided. Recent sound motion pictures useful to each department were secured. The day after the talk these were shown either Ijelore classes or in previews to faculty members. Most were delighted with the material thev had not realized existed. Additional opportunities soon presented theinselves, and we vi'ere able to direct staff members to good films available in their subject areas, Capfuring Individual Inferesf Stud) of the original interest sm\ey made it possible to "know" the facidty. About foin professors were active and consistent users of modern audio-visual materials and alert to new possibilities. Quite naturally, those individtials who were alreadv actively interested were given the greatest support at the start. The most spectacular accejjtance of audiovisual materials residtcd from personal discussion with one of the older members of the laciilty who hail previously exjnessed a complete tlisdain of such things, lo be of constructive assistance was mv (ontinuing aim. One fa(uh\ member (omplained of the length of time it Avould take to copy an iiuricate chart. Why not let the Audio-Visual Aids Department copy it? Another neetled to preserve an important article he would iiave only a (ouple of days. L.et the Audio-Visual Departmenl microfilm it! Anoilier depaitineni was bemoaning the cost of ])iuting out a brochure. How about the Audio-\isual Department doing the photography at cost? Next year provisions for more such services will be in the budget. Administration Interest In atldiliou lo the awakening of a felt need on the pari of teachers, the interest and support of the administration must be enlisted. Here the audio-visual director must consider the administrative problems of time, s])ace, ami (inance. Administrators are interested in sound teaching methods and will support constructive ideas. The necessity for expensive equi[)nieiu and supplies must be proved, as it shoidd be. The major adminstrative mo\ c was ilie request for the setting up of a Communications Center. This problem was studied Ijv' the director, and a report covering a numijer of plans in use in various schools was turned over to the President. A committee was set up composed of interested faculty members. The committee carefidly considered several projects: I he selection of several pieces of new Li[uipment, the jMeviewing and evaluation of audio-v isual materials, and the development of a progressive program for the school. lUiese committee members served as a source of inspiration and a means of awakening interest to their fellow teachers. Although good plans for group activitv, individual interview and atlm inistrati ve understantling are necessary, the director of the visual education program nuist be himself a teacher in fact and in his heart interest. It's a thrill to have a difficult and dead subject such as meicsis come to life, to see students watching tlie screeir as you describe in crisp radio-style the action of the lifeInaring ihromosomes as they move, to sei' the entire class sit forward on the edge of theii seats as "football plavers" in a game, and (hen peel apart. It's a thrill lo iiave a good siudent tell you, "1 read about that in the text and I saw the slides imder ilie microscope, bm I didn't really luiderstand the wliole relationship luitil I saw the motion picture." The location of beginning interest or ilie reawakening of inieresl is a matter of the spirit as well as the mind. Revond the careful plans and the schedule, that second mile, that "something" of personal enthusiasm must live. • 14 SEE & HEAR