Web Design

Multimedia and interactive learning

Multimedia and interactive communication in the learning process simply means communicating with all the senses!

Up to now language has dominated educational and cultural communication. Apart from the fact that language is highly fragmented and redundant a physical bandwidth of 3 kHz is sufficient for the acoustic flow of information as in the case of the telephone.

In order to transmit a flow of pictures of the same quality which corresponds to the stereoscopic image of our eyes roughly 300 MHz are required. We thus absorb up to 100,000 times as much information with the eyes per unit of time as compared with language!

In addition, the sense of hearing was the last sense to be acquired in the course of evolution. We may therefore suspect that our brain is mainly structured for the processing of information in images. Anyone reading a novel creates his own film at the same time.

All the findings of modern brain research - see BURDA ACADEMY OF THE THIRD MILLENNIUM  („Envisioning Knowledge“) - point to a paradigm shift in thinking - from the teaching of knowledge dominated at present by writing and language to an image-based processing of knowledge ("pictorial turn").

Imagine someone wants to learn how to fly a plane. He buys the appropriate book. After studying it carefully he welcomes passengers on the gangway of the plane with the words: "Do not be afraid, I have studied the book very carefully". Would you get on to the plane? This describes roughly the traditional situation at schools and universities (lectures). In contrast,  the flight simulator represents an educational quantum leap in that it addresses all the senses and makes independent exploratory learning possible without students having to bear the consequences of their mistakes. Roughly 70% of the training of pilots now takes place in the flight simulator.

Many teachers of all kinds still forget that computer-based technologies like these for creating models, simulation and visualisation for instance in the development and testing of new technical systems - chips, cars, planes, ships - save billions of dollars. They donīt accept that it is possible to learn, plan and develop far more effectively and with a far more economical use of time (say, by the factor 5). If nothing is done the new media may be deprived of this recognition as a result of the traditional attitudes of the universities and schools.

The system of learning presented here attempts as far as possible to implement these insights .

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