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2005-1846

Using Multimedia in an Educational Setting to Teach Multiple Intelligences

Bryan Hey Jason Lockhart Glenda Scales Director of Web Services for Director of High Associate Dean, Distance the College of Engineering at Performance Computing Learning and Computing for Virginia Tech and Technology Innovation the College of Engineering at for the College of Virginia Tech Engineering at Virginia Tech

Abstract

Electrical engineering relies on students having a firm understanding of basic engineering concepts. Armed with these basics, they can then further investigate underlying principals as well as explore similar hypotheses. The electrical engineering graduate modules presented in this paper provide a dynamic visual representation of a complex topic: signal filtering. The purpose of these graduate modules is not only to develop a presentation aid to familiarize students with the overall concept in a dynamic medium, but also to serve as an interactive study aid for visual and physical learners, who might otherwise be lost in the static mathematical representation. This paper will present an overview of these modules and discuss the results obtained from their implementation.

Understanding Learning Styles

In general learners acquire and process information through various sensory means, and have a preferred method for learning. There are auditory, visual, and physical learners. These three categories can be broken down further into linguistic, logical-mathematical, bodily-kinesthetic (physical-kinesthetic), spatial (visual-spatial), musical, interpersonal, and intrapersonal1. Classroom teaching methods, such as lecture-only delivery, have focused on a minority of learners. Auditory learners tend to be in the minority. Occasionally, overhead transparencies and videos are incorporated to reach visual learners, but it is rare to incorporate physical interactivity into a lecture. For example when presenting signal filtering concepts to an auditorium full of students, the sheer number of students combined with equipment needs prohibits student experimentation with the equipment.

Since the advent of multimedia, laptop technology, and wireless connectivity, educators have more tools available to reach varied learning styles in a single forum. When multimedia is incorporated into the lecture, the information presented has the potential to reach a variety of learners. According to Grace-Martin “the more engaged the user is, the more likely they are to absorb some of the underlying content-related information2.”

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

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Scales, G., & Hey, B., & Lockhart, J. (2005, June), Re Purposing Graduate Course Content With The Use Of Multimedia Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14673