Visual & Video - And Applications to Learning & Communication

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  • An individual possesses, invarying strengths and preferences, at least eight discrete intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic (Gardner, 2006).The ninth would be Existential, but this is not a confirmed intelligence. We’re currently in a prime example of using a Visual Game as a medium of learning. Second Life allows us to meet and share knowledge in a Virtual classroom setting.
  • Silverman (2006) relates these three modalities to how students process information- 3 basic learning styles: visual-spatial, auditory-sequential and tactile-kinesthetic. Visual-spatial learners take in new information through visualization of the whole concept and think in holistic, often three-dimensional, images. Auditory-sequential learners, by contrast, think in words, processed auditorally, and generally learn in a sequential, step-by-step process. Finally, tactile-kinesthetic learners take in information through physical touch and sensation, and they benefit from demonstration or application more than from verbal explanations.
  • “The relative strengths and weaknesses among and between these intelligences dictate the ways in which individuals take in information, perceive the world, and learn” (Marshall, 2002, p. 8). This represents a great departure from the traditional view of intelligence, which recognizes only verbal and computational ability (Brualdi, 1996). There are three widely accepted types of learning styles: aptitude-based, which draws on Gardner’s theory of multiple intelligences; personality-based, measured by using the Meyers-Briggs test; and sensory-based, which looks to the modalities through which students take in information (Pruitt, 2005; Miller, 2001).
  • The benefits of videofor visually-oriented learners is immediately apparent (CPB, 1997; Denning, no date). However, video also benefits auditory learners, with its inclusion of sound and speech, and can provide demonstrations not otherwise possible in classrooms for tactile learners. Aspects of video that have been demonstrated to engage students in active learning -it addresses multiple forms of intelligence, its use of multiple modes for content delivery and its emotional appeal to viewers.  
  • With one touch of a button, students and adult learners can learn anything we want from the comfort of our home. Down load a video lecture, training session, or upload a podcast or book in seconds without leaving your chair. Even the old clunky computers of the past are being replaced with lightweight, thin, versatile Ipad that can hold as many books as you will ever read in your lifetime. I would like to touch on two new devices that are going to change the face of learning. Google glasses and 4D imaging could be the latest technology to be used in classrooms in the near future.
  • They look like a pair of rimmed glasses without lenses. They havePhoto, video, audio, wifi capabilities, Bluetooth ready, 12 GB of usable memory that is synced specifically with Google cloud storage and a total of 16 GB Flash. The “MyGlass” companion application does enable GPS and SMS messaging. The firm reports you can typically get a full days use out of the battery, however, some activities such as video recording may use up more battery life. Due to this, Google warns that users will have to recharge their glasses every day. These glasses are strong, light and come in different colors.
  • Stand out features of the GG are hands free photography, videos, instant sharing capabilities, real time directions, voice activated messaging, language translation, and minute to minute traffic and airline status updates. Here is the kicker, Without Asking!
  • 4D imaging can engage many different learners; the technology can create a virtual picture of the environment of study.  It is as engaging as it is versatile in many different areas of study from earth science (virtual rock formations, under the sea visuals, and creating a starry night), math (creating geometry games, acting out "who has" games, and written story problems), history (reenactments), and theater.  It can be used as entertainment and a means to better understand an invention or product build. 4D imaging can easily engage a visual learners as this type of learner uses visualization approaches to remembering tasks. Even though many prefer reading information in a textbook, the graphic high resolution 4D images allow the visual learners to see what they are being taught. Kinesthetic learners are also engaged using this type of imaging. Even thought it is thought Kinesthetic learners flourish by touching objects and role play, 4D imaging allows for higher resolution computer simulation learning games that allow students to role-play to gain further understanding of key concepts. Computer simulations assist students’ visualization of scientific understanding and have been linked to achievement advance in many areas of study, particularly science students. Lastly, 4D imaging can engage auditory learners. Auditory learners tend to learn best when listening and are good with words and language. Typically, they have photographic memories while reading. 4D technologies can engage these learners by creating a virtual picture of the environment they are studying such as anatomy, geometry, or geology. 
  • In conclusion, these future learning tools will attract, engage & support different learners in many different areas of study. From earth science (producing virtual rock formations, under the sea visuals, and creating a starry night), to math (creating geometry games, acting out "who has" games, and written story problems), to history (civil war or historical reenactments), and theater because of its versatility and high resolution. This technology can be used as a means of entertainment and a tool to increase understanding of an invention or product build. 4D technology could allow a builder understand the production, iron out kinks in the product, and save a company millions of dollars. The possibilities are endless.
  • Visual & Video - And Applications to Learning & Communication

    1. 1. :Visualization & Learning The emergence of digital technologies has changedthe mediums used for teaching and learning, aiding inreaching the Different Intelligences of LearnersDoris&Julia
    2. 2.  Video Games: Games can help players learn/hone strategic planning& develop the ability to lead and work well with others. Games havebuilt-in incentives like leveling up and trophies for achievements: We take in informationthrough visual, auditory & tactile methods.Simulations, VideoGames, & Videoswork for multiplemodalities.
    3. 3. Simulations Be Humane- do a virtual dissection using a simulation. Dive intoand explore history, exotic places, 3d technical schematics &more! while never leaving the comfort of your chair.
    4. 4.  Videos can cater to multiple intelligences by tying in visualgraphics with text and audio. Interactive videos, like Flash orPresenter ones, can also have a hands-on approach wherethe user has to do certain things like move things around oranswer quiz questions before moving on.Videos
    5. 5.  How visual and video attract, engage & supportdifferent learnersThe of Visual& Video Technology
    6. 6.  Google Glass (GG) – revealed April 16, 2013. Each wearable computer is equipped with adjustable nosepads and a high-resolution display; the equivalent of a 25-inch high definition TV viewed from 8 feet away.Google Glasses
    7. 7.  A Quick video to experience the new product.http://www.google.com/glass/start/how-it-feels/
    8. 8. 4D Imaging 4D allows for 3-dimensional pictures in real time and cancreate virtual pictures of things which are usually hiddenbeneath surfaces. High resolution 4Dimages allow visuallearners to clearly seewhat they are beingtaught.
    9. 9. :Google Glass, 4D Imaging, & More!

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