IETV: Enhancing Cognition Through Formative Neurocognitive Protocols

IETV: Enhancing Cognition Through Formative Neurocognitive Protocols

Dionysios Politis (Aristotle University of Thessaloniki, Greece), Georgios Kyriafinis (Aristotle University of Thessaloniki, Greece) and Jannis Constantinidis (Aristotle University of Thessaloniki, Greece)
DOI: 10.4018/978-1-7998-0253-2.ch004

Abstract

The potential of IETV is examined from the perspective of intervention, as a mental action of acquiring knowledge and understanding through sensual augmentation. The mutual relationship between external stimuli, agitated conditions, situations, and awareness involving bodily contact and activity is correlated with accomplishments and expertise, determining in the learning sphere of IETV indicators for task suitability.
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Introduction

Interactive Educational TV Learning (aka IETV-Learning) as a combined methodology of Distance Learning and Remote Control is an enhanced scheme for providing integrated virtual learning at unprecedented levels. In the recent previous years it is also true that technology offered ostensibly the possibility for providing advanced learning schemes with broadcasted lectures to nearly global audiences while classes were conducted at a distance, dispossessing students of the obligation to attend schooling processes locally.

Even further, as these functions were encapsulated into advanced “e-Learning” methodologies, taking merit of favorable features of Computer-Based Training (aka CBT) along with extraordinary, indeed genuine advances in engineering techniques for face-to-face communications at nearly all corners of the globe (Rosenberg, 2001), learners gained full control of the regular process for acquiring knowledge or certified skills (Laeeq, et al., 2012). The normal, thus far, methodology of schooling for crediting learners by study or empirical experience was successfully attested to nearly all disciplines, with the evocative exception of one or two. Indeed, all certifications obtained by a classic University are administratively accepted to be offered with the same equivalence by the so-called “Open Universities” (Ferguson, 2012).

Therefore, distance learning is not a form of self-education and empirical training that has evolved out of the learner's efforts to acquire knowledge via a self-paced study of books, DVDs or similar paraphernalia, but through his engagement by formal instruction offered via accredited institutions.

Already, this form of networked e-Learning encompasses collaborative learning (Gogaladze et al., 2017) practices and incorporates advanced interaction techniques between the learner and the tutor, not simply for the sake of repeated exercises of a merely “socialization” activity, but as an established method to acquire proficiency out of the unpublished learning material the educator possesses as added-value (Astatke, 2014).

Consequently, although the learners are physically placed in completely distanced, by all aspects, environments, not to take consideration of the tutor himself, “tele-education” establishes two-way remote communication between any possible tuple of professors and students. At the end, the class is augmented into the virtual sphere and becomes “virtual” (Figure 1).

Figure 1.

Tele-education: Left, the conceptional model, and right, the connectional model of its peer nodes, the recipients-participants of it

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This means that collaborative learning or electronic-type seminars are not merely transferred to the computerized environments that support learning, but, furthermore, a tele-immersion of the actual class emerges; each participating member of this colloquium does not simply receive audio from the ongoing class activities, but also a clear view of the “whiteboard”, video streaming from the presenter and three-dimensional visual representation of each other, via high-speed data exchange. With such devices spreading out their use particular functions are carried out crucial in teaching foreign languages, computing programming techniques, science and technology and many others (Figure 2).

Presentation software does not offer simply a broadcasting potential of what is actually taking place in he real classroom, but also display screens that are common to all users, provided they have a computing device that can be operated with a stylus so to write and draw in teleconferencing mode.

As the power of abstract thought should be encompassed by highly figurative impressions of factual awareness, the provision of intellectual training targeting learning augmentation preconditions exclusive use of highly interactive visual communication tools for deep mental involvement and understanding, whether attending classes in amphitheaters or in its virtual reality simulation.

Key Terms in this Chapter

Informal, Non-Formal, and Non-Typical Learning: Informal education is any kind of knowledge acquisition acquired outside established Academic environments. It may come out of community organizations, workforce training schemes, or self-study initiatives. Non formal education engages more structured sub-systems of the educational system that provide even some sort of certified and accredited knowledge, like life-long training, MOOC participation etc. Both informal and non-formal education usually does not lead to a degree or diploma, although certificates may be issued. When such kind of education is performed as part of an extension program that raises attractiveness and innovativeness of education in tertiary education, usually involving cross-border scientific research, then non-typical education emerges. In this later case a diploma is conferred.

Mashups: When developing or maintaining websites, mashups emerge as web applications that use content from more than one sources so to shape a uniform service, with an interoperable User Interface. Mashups may be offspring of the interconnection in embedded systems of purely physical entities and instrumentation (physical-physical mashups) or other software entities (physical-virtual mashups). The Web of things is a classic example of a substrate creating constantly new Mashups.

Mobile Communication and Learning: The term engulfs mobile learning, i.e. learning transcended via mobile devices and interfaces, mobile business, mobile government, mobile society networks and applications along with the emergence of mobile communication technologies, services, implementation and implications for education, business, governments and society. The development of Mobile Learning provides a handy platform for education and knowledge transfer, exposing learners to the latest ICT technologies; simultaneously it encourages the study and implementation of mobile applications in teaching and learning. Within this context, Mobile Communication is a key benefactor for e-Health activities in conjunction with Human-Computer Interaction, for instance for cochlear implantation post-surgical procedures.

Rich Content: Videos along with texts, sounds, animations and videos have emerged as a dominant media for educational purposes in many Massive Open Online Course (MOOC) platforms. Rich content relies on high quality visual components offered via online learning platforms. They are particularly interesting for students who are visual learners and who learn best by watching the short format engaging videos rather than by just reading or listening to course materials. The paper focuses on the categorization of factors that are responsible for the success/popularity of online learning videos.

Learning Object: Learning object is any entity, digital or non-digital, that can be used, re-used or referenced during technology-supported learning. Examples of learning objects include multimedia content, instructional content, instructional software and software tools that are referenced during technology-supported learning. Examples of smaller reusable digital resources include digital pictures or photographs, animation and video clips, small pieces of text, animations and smaller applications available via web, as for instance is a calculator developed in Java. Examples of bigger reusable digital resources include entire web pages that combine text, pictures and other means, or applications that offer a complete educational experience.

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