Indirect Learning through Communication

N. Mirenkov (Japan)


Self-explanatory technology, multiple view format, learn ing through communication, human-computer interface, personalization.


Distance learning is getting matured. It has a great po tential, however, this potential still has not fully recog nized yet. A reason of this situation is in inappropriate use of new technologies and naive combinations of ex isting materials with remote access to them. For exam ple, to show some dynamical features of an object/process, animation is used. However, very often, a style of an imation is boring and provides more negative than posi tive impressions. Another example is approaches based on “reading a book through computer screen.” Just “reading” through learning sessions without essential support simpli fying the perception and understanding the material can not be attractive, too. One more point is poor personal ization of data/knowledge prepared and interfaces ignoring usage conditions and user’s interests and levels. Though there is a great variety of important aspects to pay attention in distance learning, data/knowledge format, acquisition of data/knowledge in educational materials, and ways of ac cess to the data/knowledge are the most crucial things to improve for demonstrating the above-mentioned potential. In this paper, we present a special-purpose commu nicator oriented to children with special needs. The com municator is based on an idea of self-explanatory technol ogy where items of data/knowledge, as well as adaptive interfaces are represented in multiple view formats. The children develop their vocabulary, curiosity and ability to make a choice and decision just through the process of sending/receiving messages in a language of pictures.

Important Links:

Go Back