Nooriafshar, Mehryar (2004) A multi-sense approach to information reception and knowledge creation in learning. In: Third Pan-Commonwealth Forum on Open Learning (PCF3), 4-8 Jul 2004, Dunedin, New Zealand.
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For thousands of years, human beings have acquired and processed information using a number of different senses. Hence, the use of different senses for information collection, analysis and remembering is something, which our brain can relate to very well. The process of converting the information into knowledge, referencing and utilizing it, is carried out within the personal mind-based multimedia system of the human brain. The human mind can create the most sophisticated animations and multimedia as it can select different types of thought-based “audio” and “visual” effects as well as “actors”. In other words, the human mind has access to an unlimited amount of resources for designing the thought-based multimedia systems. Unfortunately, we are not able to transfer the information and knowledge in our mind directly to other people and sources. This may become possible in the future. This paper explores the use of innovative and technology aided teaching methods, which utilize different modes and senses for the purpose of learning enhancement. Finally, it compares the learning outcomes and preferences of a sample of internationally selected students using a multimedia system, which attempts to cross the communication barriers in learning.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Author retains copyright.|
|Uncontrolled Keywords:||multi-sense, multimedia, learning style preferences, learning by association|
|Fields of Research (FOR2008):||13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing|
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes|
|Deposited On:||02 Feb 2010 21:12|
|Last Modified:||17 May 2012 14:32|
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