1. Cognition: an application of the Modality Effect
Over the last two decades there has been an increased level of understanding in how people think, communicate, learn, perform routine tasks and solve problems.
Central to these human thought processes are Long Term Memory and Working Memory.
Long Term Memory is where information is stored in ever-increasingly complex networks of associated ideas and concepts. It is effectively unlimited in capacity and lasts a life time.
In contrast, Working Memory is acutely limited in both capacity and duration. Working Memory is where conscious thought is applied to whatever information or ideas one currently holds under direct consideration.
In many communication events, especially those dealing with higher levels of concept complexity, the limitations of working memory may cause some of the elements under conscious consideration to fail. Such failures can be catastrophic to ones "line-of-thought" because the "line" is broken; literally. Without all elements of an argument being held in mind to comprehend an explanation, then it is reduced to being understood as two or more separate (unrelated) entities.
There has been much research undertaken regarding these general limitations of Working Memory and the negative consequences that derive to understanding and learning. This is most strongly encapsulated by Cognitive Load Theory (see Sweller, 1999).
One of the most robust strategies for dealing with the limitations of Working Memory lies in the "Modality Effect" (Sweller, 1999). Working Memory comprises several separate, but integrated, slave sub-systems of memory, one for each of the senses. The two of primary interest, especially in the context of communication, are the Visual/Pictorial Channel and the Auditory/Verbal Channel (Mayer, 2001). These align to peoples' natural response as they produce simple images or diagrams to outline an underlying structure which they "flesh-out" with verbal descriptions often presented as they draw aspects of the images, or, if already drawn, then as they point to relevant aspects of the image.
The power of simple descriptive images combined with suitable verbal descriptions to generate heightened levels of comprehension, understanding and learning, has come to effectively define the benefits of multimedia presentations for some, such as Mayer, who labels this "the Multimedia Principle" (Mayer, 2001).
Omina supports the Multimedia Principle. The digital pen or digital Whiteboard marker captures all images that are drawn, and captures and synchronises these with the audio presentation (spoken words) that are presented as an accompaniment.
These materials, once captured, can be played back in full to review the information in its entirety, or searched and/or reviewed in part to review specific aspects of the presentation. Such targeted reviews can be initiated by selecting key words, or specific parts of generated drawings, or initiated by selecting points in time associated with the presentation. These capabilities effectively provide users of Omina with a level of user-interactivity for navigating captured materials.
References
- Mayer, R.E. (2001). Multimedia Learning. Cambridge University Press.
- Sweller, J. (1999). Instructional Design in technical areas. Camberwell, Vic.: ACER Press.
2. Technical Capabilities: easy, effective, efficient
Education and training have tended to be early adopters of new information and communication technologies. This has been at least in part justified by the benefits of the Multimedia Principle outlined above.
Typically, however, the materials that a student receives in a multimedia presentation are produced by an often relatively long and expensive process of content analysis, instructional design, resource generation and program development.
One of the benefits of Omina is that it enables the capture of communication events in real-time. While the images produced in this manner may not be as "polished" as those that result from a more methodical approach as described above, they are certainly "naturalistic" in that they are those that fall out of a communication event, and by their very nature, are usually sufficient for effecting the communication required.
If, for any reason, there is a perceived benefit in replacing the captured images with more polished versions, or to use instead, a photograph then this capability exists as a post-capture process as the files generated at capture are infinitely editable and appendable. Similarly, the capability to replace the audio material exists, so that a more "complete" or "comprehensive" version could be used or, for that matter, to recut the audio commentary using a professional voice-over talent. While such actions may improve the "presentation" of the end product, it should be noted that the original files are likely to be sufficient?after all, they are those that fall out of the communication event in real-time dialogue.
Omina provides the benefits of real-time capture, infinitely editable files, capacity to be expandable with multiple layers of detail, and the potential to produce searchable and indexed content.
3. Environments: unstructured, formal, games
Omina is ideally suited to capture information that is generated in free, unstructured communication events that happen in "real life" while people discuss ideas using pen and paper as an aid to capture key words and simple diagrams. In such contexts users may "take turns" with the pen, or use a pen each, to produce visual cues to their points of discussion, while providing details of their written materials by verbal commentary.
Omina is also applicable to structured communication events such as formal presentations based around presentation slides that may happen in a class room, conference or boardroom setting. The slide images can be captured along with the audio and digital pen notes and all materials captured are editable thus enabling multiple layers of detail and appendices to be built into materials as they are reviewed.
Omina provides capacity to produce "talking drawings" or "talking lists" which may have practical utilisations where users have limited capacity to write materials such as situations where a person suffers a degree of physical impairment or lack of literacy skills. Such user environments may also lead to a new "tool", a "magic pen" that captures a drawing through its process of construction while an audio commentary is provided by the user to present an accompanying story.
High-technology tools have become common place with plug-ins now available for video game consoles, such as "Eye Toy". As production volumes for technologically based products increase, their decreasing cost often make them cost effective as toys rather than just for the realm of killer applications.
| Dr Graham Cooper
, B.Sc., Dip.Ed., Ph.D. |
| School of Commerce and Management, Southern Cross University |
| Phone:+61 2 6659 3327 |
| graham.cooper@scu.edu.au |
