kadamb




Research
Kadamb Resources are supported by research in cognitive science. These resources use digital technology to provide a multisensory learning experience to children with varied learning needs.
The main themes of relevant research are:
  • Multisensory Learning Vs. Unisensory Learning.
  • Use of Digital Technology for teaching and learning.
  • Use of Digital Technology for education of children with Learning Difficulties.

  • Multisensory vs. Unisensory Learning:
    Learning can be defined as the change in behavior of an organism as a result of the perception of ideas and concepts (Encyclopedia Britanica, 2017). Senses are important components of learning because humans interact with the world through them. Thus, senses provide pathways to learning (Katai et. at, 2008). Research (Katai et. al, 2014) suggests that sensory stimuli do not only impact our feelings, emotions and aesthetic perception but also our intellect (Katai et. al, 2014).  Earlier studies of learning focused on stimuli received through the unisensory modality (Shams and Seitz, 2008). But current research suggests that the human brain is naturally adapted to work with multisensory stimulation and indeed requires this type of stimulation in order to function optimally (Shams and Seitz, 2008).  Stages of learning involve sensory experience (stimulation), memory and recall in that order (Bransford et al. 1999). Sensations are attended to by two different subsystems of the brain and these two subsystems interact with each other during the transfer of information (Katai et al. 2008). These two subsystems have different pathways to stimulate the brain for activating memory processes (Katai et al. 2008). When information is received through a single modality, there is a higher chance of losing it during the transfer than when received by more than one sense (Katai et. al, 2008). Using more than one sense provides efficient ways to store (to memorize), to locate and to retrieve information (Katai et al. 2008). Also, there are some multisensory neurons in the brain that only get activated when the brain is stimulated by multi-sensory modality (Katai et al. 2008). Researchers have located various multisensory convergence zones in the brain using modern neuroimaging techniques (Ketai et al. 2008). Multisensory modalities stimulate a larger part of the brain as compared to unisensory modalities (Katai et al. 2008). When more areas of the brain are stimulated for a longer period of time, better information storage takes place (Cercone, 2006). When a concept is taught using multisensory strategies, optimal use of each sensory channel is achieved and cognitive overload is avoided (Shams, Seitz, 2008). This, in turn, increases the plasticity of the brain during the developing age, leads to optimal use of the brain, and even facilitates unisensory learning (Shams, Seitz, 2008).  It is recommended that modern classrooms adopt multi-sensory teaching strategies to accommodate each learner’s learning style. Farkas (2003) researched the use of multisensory instructional strategies in middle school classrooms and concluded that these strategies engage learners with different learning styles, improve reinforcement of the content taught and provide better examination outcomes. New developments in cognitive psychology have led to new understanding of relationships between the senses and learning (Katai et. al, 2008). With advancements in neuroimaging techniques like Functional Magnetic Resonance Imaging (FMRI), it is possible to observe various parts of the brain during a learning activity (Katai et al. 2008). This has enabled us to observe neuronal activities of the brain when stimulated by multisensory and singular sensory inputs. FMRI images have consistently revealed better learning outcomes in the presence of multisensory modalities.

  • Use of Digital Technology for teaching and learning:
    Computers are now used extensively for teaching different subjects across age groups (Lajoie and Naismith, 2012). Today’s learners are surrounded by digital technology and are referred to as New Millennium Learners (NMLs), Net Generation, Instant Message Generation or Game Generation (Francesc, 2006). Most of their activities like peer-to-peer communications and knowledge management are carried out using ICT (Francesc, 2006). Their engagement with these technologies fundamentally shapes their notions of communication, knowledge management, learning, as well as their personal and social values (Francesc, 2006). Modern curricula and pedagogy need to clearly align with today’s learners’ aptitudes and needs (Donovan et al, 2010). Based on such research outcomes, in the United States of America (USA), the International Society for Technology in Education (ISTE) has developed guidelines (National Educational Technology Standards (NETS)) for integrating and adopting technology in education (Donovan and Green, 2010). The aim of NETS is to make learning environments more student-centered and to prepare today’s learners for the new digital age (Donovan and Green, 2010). NETS guidelines suggest that teachers should plan and design effective student-centric learning environments and experiences that are supported by technology.

  • Digital Technology for students with learning difficulties:
    Students with special needs experience difficulties at every stage of learning. The very first step of accessing content itself is a huge barrier. For example, students with visual impairment learn best when using content in audio and tactile formats. On the other hand, students with hearing impairments require content to be presented using sign language interpretation or captioned videos (Inclusive Teaching 2018, Teaching visually impaired). Students with learning disabilities learn better with multimodal and multisensory teaching strategies (Androu and Vlachos, 2013). Teaching strategies that include the selection and development of appropriate technology-based tools in combination with systematic instructions, multisensory (audio-visual) approaches, frequent revision sessions and motivation lead to superior learning outcomes for students with learning challenges (Day and Edwards, 1996). These suggestions support the use of well-developed audio and audio-visual tools. Universal Design For Learning (UDL) principles are popularly adopted to meet the needs of diverse learners and they help in creating inclusive learning environments (Morin, 2019).  According to UDL principles, content should be presented in different formats and modalities. This practice assures accessibility of content to all types of learners. Learners can interact with content using their preferred modality and take their assessments using their choice of formats.  Kadamb Resources provide a multi-sensorial learning experience using a digital technology platform. This design aligns with UDL principles and NETS guidelines for implementing digital technology-based solutions. Furthermore, the content is developed using cognitive accessibility guidelines provided by worldwide web consortium (W3C) standards (W3C-Standards, 2019).
References
  • Androu E. and Vlachos F. (2013) ‘Learning Styles of typical readers and dyslexic adolescents’, Journal of Visual Literacy, 32(2), pp.1-14
  • Bransford, J.D., Brown, A.L. and Cocking, R.R. (1999) How People Learn. Washington DC: National Academic Press.
  • Cercone, K.. "Brain-Based Learning - ITARI". Brain and Learning. 2006.
  • Day S. and Edwards B. 1996, Assistive Technology for Postsecondary Students with Learning Disabilities. Journal of Learning Disabilities, 29(5), pp. 486-496
  • Donovan L. and Green T. (2010), ‘One-to-one Computing in Teacher Education: Faculty Concerns and Implications for Teacher Educators’, Journal of Computing in Teacher Education, 26(4), pp. 140-148
  • Encyclopedia Britanica (2017), Is there a title here? Available from: www.britannica,com/topic/learning [Farkas, R., (2010) ‘Effects of Traditional Versus Learning Style based Instructional Methods in Middle school Students’. The Journal of Educational Research, 97(1), pp. 42-51
  • Francesc, P (2006) ‘New Millennium Learners: Challenging our views on ICT and Learning’IDEAS working paper series from Repec:
  • Inclusive teaching. 2018. Australian Disability Clearinghouse On Education and Training (ADCET). [Online]. [15 July 2020]. Available from: https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired
  • Katai Z., Juhasz K. and Adorjain A. (2008) ‘On the role of senses in Education’ Computers and Education, 51(4), pp. 1707-1717
  • Katai, Z., Toth, L. and Adorjani, A. (2014) ‘Multi-Sensory Informatics Education’, Informatics in Education, 13(2), pp. 225–240
  • Lajoie, S., and Naismith L., Encyclopedia Of The Sciences Of Learning. 1st ed. US: Springer, 2012, pp. 716-718
  • Morin, A. 2019. Understood. [Online]. [17 July 2020]. Available from: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works
  • Shams, L. and Seitz, A.R. (2008) ‘Benefits of multisensory learning’, Trends in Cognitive Sciences, 12(11), pp. 411–417.
  • W3C-standards. 2019. Web Accessibility Initiative (WAI). [Online]. [5 July 2020]. Available from: https://www.w3.org/WAI/cognitive/#cognitive-accessibility-in-w3c-standards
  • Willing, C. 2019. Teaching Students With Visual Impairment [Online]. [11 July 2020]. Available from:https://www.teachingvisuallyimpaired.com/accessing-audio-books.html