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close this book Tools for teaching - A visual aids workshop, and instruction manual for health educators
View the document Information
View the document Preface
View the document Acknowledgements
View the document Introduction
View the document Course outline: Visual aids workshop
View the document Syllabus: Visual aids workshop
View the document Suggested list of supplies
View the document Workshop record sheet
close this folder Session 1. Introduction to the visual aids workshop
View the document Illustration 1.1.1 - Learning chart (Supplementary learning materials)
View the document Story 1.1.2 - The blind men & the elephant (Supplementary learning materials)
View the document Illustration 1.1.3 - The blind men & the elephant (Supplementary learning materials)
View the document Illustration 1.1.4 - Double arrows (Supplementary learning materials)
View the document Illustration 1.1.5 - Faces/vase ambiguity (Supplementary learning materials)
close this folder Handout 1.4.1 - Principles of communication design (Supplementary learning materials)
View the document Design considerations
View the document Some notes on drawing
View the document Technical tips
View the document Lettering guide
close this folder Handout 1.8.1 Making & using visual aids (Supplementary learning materials)
View the document Introduction
View the document 1. Chalkboard
View the document 2. Charts
View the document 3. Diagrams
View the document 4. Flip charts
View the document 5. Flannelboard
View the document 6. Posters
View the document 7. Comic books
View the document 8. Pamphlets
View the document 9. Flyers
View the document 10. Flexiflans
View the document 11. Games
View the document 12. Puppets
View the document 13. Masks
View the document 14. Slide presentations
View the document 1.1 Orientation to class structure & methods
View the document 1.2 Types of visual aids: A survey
View the document 1.3 Media & techniques: An overview
View the document 1.4 Design considerations
View the document 1.5 The design process
View the document 1.6 Project assignments
View the document 1.7 Master plan
View the document 1.8 Homework assignment: Idea generation
close this folder Session 2. Project #1: Planning session 2.0
View the document 2.1 Design principles: Review
View the document 2.2 The design process: Review
View the document 2.3 Brainstorming & evaluation
View the document 2.4 Sketches/storyboards/scripts
View the document 2.5 Homework assignment: Design completion
close this folder Session 3. Project #1: Design & production 3.0
View the document Handout 3.4.1 - Evaluation of activity (Supplementary learning materials)
View the document 3.1 Preliminary critique & discussion
View the document 3.2 Design modification
View the document 3.3 Finished artwork
View the document 3.4 Homework assignment: Pretest project #1
close this folder Session 4. Project #2: Design development 4 0
View the document 4.1 Project #1: Pretest reports
View the document 4.2 Project #2: Brainstorming & evaluation
View the document 4.3 Sketches/storyboards/scripts
View the document 4.4 Homework assignment: Design completion
close this folder Session 5. Project #2: Design & production 5.0
View the document 5.1 Project #1: Final evaluation
View the document 5.2 Project #2: Critique & discussion
View the document 5.3 Project #2: Design modification
View the document 5.4 Project #2: Finished artwork
View the document 5.5 Homework assignment: Pretest project #2
close this folder Session 6. Project #3: Design development 6.0
View the document 6.1 Project #2: Pretest reports
View the document 6.2 Project #3: Brainstorming & evaluation
View the document 6.3 Sketches/storyboards/scripts
View the document 6.4 Homework assignment: Design completion
close this folder Session 7. Project $3: Design/project #4: Planning 7.0
close this folder Handout 7.7.1 - A silkscreen manual (Supplementary learning materials)
View the document A. Silkscreen frame construction
View the document B. Squeegee construction
View the document C. Silkscreen assembly
View the document D. Silkscreen art preparation (cut stencil method)
View the document E. Cutting the stencil
View the document F. Adhering the stencil
View the document G. Silkscreen inks & solvents
View the document H. Printing
View the document I. Silkscreen clean-up
View the document 7.1 Project #2: Final evaluation
View the document 7.2 Project #3: Critique & discussion
View the document 7.3 Project #3: Design modification
View the document 7.4 Review: Poster design considerations
View the document 7.5 Project #4: Brainstorming & evaluation
View the document 7.6 Project #4: Idea selection
View the document 7.7 Homework assignment
close this folder Session 8. Project #4, Preparation 8.0
View the document 8.1 Project #3: Pretest reports
View the document 8.2 Project #4: Silkscreen preparation
View the document 8.3 Keyline pattern & color separations
View the document 8.4 Homework assignment: Stencil cutting
close this folder Session 9. Project #4: Production & printing 9.0
View the document Handout 9.5.1 - Take-home examination (Supplementary learning materials)
View the document Handout 9.5.2 - Action plan (Supplementary learning materials)
View the document 9.1 Project #3: Final evaluation
View the document 9.2 Project #4: Adhering the stencil
View the document 9.3 Printing the poster
View the document 9.4 Clean-up
View the document 9.5 Homework assignment: Workshop evaluation
close this folder Session 10. WORKSHOP COMPLETION 10.0
View the document Handout 10.4.1 - Certificate of completion (Supplementary learning materials)
View the document 10.1 Project #4 Completion
View the document 10.2 Clean-up
View the document 10.3 Take-home exam: Review & correction
View the document 10.4 Workshop wind-up

Course outline: Visual aids workshop

I. Introduction

Without exception, virtually all contemporary literature outlining primary health care training techniques in developing countries worldwide stresses the need to adopt the following four strategies for an effective health education program at the village level:

A. participatory (as opposed to didactic) methods of health education

B. supplemental visual aids/curricula materials to encourage audience participation and promote learning

C. adaptation of existing methods and materials to address the specific needs and perceptions of local populations

D. effective methods of evaluation

 

II. Rationale

This visual aids workshop is designed to acquaint personnel responsible for primary health care education with more effective teaching strategies by instructing them in the use and construction of simple supplementary curricula materials from inexpensive, indigenous sources. It will enable PHC facilitators to train incoming health personnel in participatory educational techniques. It will also provide district personnel with the skills to adapt and personalize the lessons presented in the Primary Health Care Household Teaching Manual (MOH: 1985) for local audiences. Finally, because visual aids are a proven method for stimulating audience response, facilitators will be able to readily evaluate the educational effectiveness of their presentations.

 

III. Objectives

A. General

1. Public health personnel will be trained in the construction and use of visual educational aids. This supplementary curricula material shall be consistent with MOH goals and guidelines, but specific to current public health issues in the province and targeted toward local populations.

2. Workshop participants will be able to share their technical and design skills with other members of the primary health care team, thereby ensuring that visual aids and innovative problem-solving strategies become an ongoing supplement to the primary health care education program.

3. Self-reliance at the village level will be fostered through participatory educational experience.

 

B. Specific

1. Workshop participants will become familiar with the basic principles of communication design.

2. Participants will learn to work with a variety of techniques and media.

3. Workshop participants will be able to analyze a public health problem, assess their target audience, and select/create supplementary curriculum material appropriate to the occasion.

4. Workshop participants will know how to test the effectiveness of supplementary curricula materials and to evaluate the educational effectiveness of their presentation.

5. Projects created during the workshop will be useable models and will form the nucleus for an expandable supply of visual aids available for use-as-needed by all primary health care personnel.

 

IV. Course Content

A. Principles of Communication Design

B. Problem Analysis

C. Identification of Target Audience

D. Selection of Presentation Method

E. Design Process

F. Media and Techniques

G. Testing and Evaluation

 

V. Methodology

The visual aids workshop will be conducted as a participatory hands-on experience. Specific problems will be selected by the group from the current local public health situation. A variety of solutions will be explored in such a way that all participants can become actively involved in the design/ construction of posters, flip charts, diagrams, flannelboard activities, puppets, games, and simple silkscreen reproduction for multiple copies. Participants will be encouraged to work cooperatively, contributing their individual talents and expertise to the group effort.

 

VI. Evaluation

A. Projects will be evaluated in terms of:

1. design concept

2. technique

3. educational effectiveness

 

B. Project evaluation will be accomplished by:

1. personal feedback from instructor

2. two or more group critiques of each project-in-progress

3. final effectiveness test of each project in the community with a sample audience

 

VII. Operating Details

A. Duration

1. 3 hours once a week for 10 consecutive weeks

2. total in-class training time: 30 hours

 

B. Dates/time

1.

2.

 

C. Venue:

D. Instructor:

E. Selection of participants

1. criteria

a) commitment to primary health care education

b) willingness to solve problems creatively and to experiment with innovation

c) willingness to work cooperatively in a team situation

d) commitment to attend and participate fully in all ten classes

2. class size

a) 12-16 participants (4 teams of 3-4 members each)

b) selection priority should go to those persons whose professional roles would be most enhanced by the acquisition of these skills

 

VIII. Requirements

A. Compulsory attendance at all ten sessions

B. Full participation in all workshop activities

C. Completion of all homework assignments

 

IX. Materials and Supplies:

X. Certification

A certificate of completion will be awarded to every participant who attends all ten sessions of the workshop and completes all the assigned projects as required.