IETV: Enhancing Cognition Through Formative Neurocognitive Protocols

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repeated exercises of a merely “socialization” activity, but as an established method to acquire proficiency out of the unpublished learning material the educator possesses as added-value (Astatke, 2014).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

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.