Embodiment, sound and visualization : a multimodal perspective in music education

Recently, many studies have emphasized the role of body movements in processing, sharing and giving meaning to music. At the same time, neuroscience studies, suggest that different parts of the brain are integrated and activated by the same stimuli: sounds, for example, can be perceived by touch and can evoke imagery, energy, fluency and periodicity. This interaction of auditory, visual and motor senses can be found in the verbal descriptions of music and among children during their spontaneous games. The question to be asked is, if a more multisensory and embodied approach could redefine some of our assumptions regarding musical education. Recent research on embodiment and multimodal perception in instrumental teaching could suggest new directions in musical education. Can we consider the integration between the activities of body movement, listening, metaphor visualization, and singing, as more effective than a disembodied and fragmented approach for the process of musical understanding

Mind matters in mathematics and music

Mathematics and music in practice and performance, and in learning and teaching, share many characteristics, such as beauty and harmony, memory and intuition (as internal senses) and mind or intellect. These raise the principles of processing information in mathematics and music and, by implication, the role of an acquaintance with the essentials of perception, abstraction and affective connaturality in teacher education. This paper compares mathematics and music and considers the acquisition of knowledge and skills through the external and internal senses and emotions, utilizing the role of knowledge through multiple intelligences. In doing so it does not canvas the utilities of mathematics and music as fields of human endeavour so much as their role in the cultivation of serenity and knowledge in the cultured mind. This is a theoretical paper but it is based on nearly a century of teaching from the combined work of the two authors in the teaching of music and mathematics. The paper highlights the importance of inspiration in teaching, inspiration built on a thorough basis of the foundations of anthropology to include the emotions as well as the intellect. While teacher education programs rightly concern themselves with knowledge of the field of study, knowledge of pedagogy, they do not always consider the ability to inspire which is at the heart of managing and mentoring people

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects

Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause–effect relation between didactical strategies and environmenta. education goals; (v) the potential of sensory and epistemic learners’ practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.info:eu-repo/semantics/publishedVersio

Overseas Students in Australia: An Experiential View

Overseas students have access to a number of learning opportunities available by virtue of a highly competitive tertiary education market system. Despite the increasing trend for remote, online-based learning programs, many students elect to travel outside their home country to experience the cultural difference of studying abroad. The benefit is symbiotic, with crucial university funding being attracted by increased numbers of overseas students seeking an enriched studying experience. The focus of this paper is the on-campus learning experience received by expatriate students studying in Australia and Singapore. How these students adapt to the different physical, social and emotional environments is examined. It concentrates on students\u27 consumption of the \u27home\u27 phenomena through an experiential and sensory approach demonstrating the influence of the senses in the adaptation process. In-depth interviews were conducted with twenty-two students using photo elicitation as an auto-driver. Students were given disposable cameras and asked to take photos of important places, people and things that represented home to them in their own country as well as their country of study. When recounting their experiences, all students referred to the positive influence of their senses (sight, smell, touch, hearing and taste) on their experiences, making those experiences more memorable and real. In some instances awareness of this sensory influence helped bridge the gap between their home and country of study. Therefore, it seems that adaptation to the new environment via positive sensory experiences is important if the student is to have a positive, constructive experience studying aboard. An understanding of the role that experiential feelings and the senses play in the adaptation and learning process is vital for the Australian tertiary institutions if they are to optimise the learning experience for overseas students in a social, cultural and economic context, as well as their economic impact for our tertiary education syste

Multisensory Analysis of Consumer-Product Interaction During Ceramic Tile Shopping Experiences

[EN] The need to design products that engage several senses has being increasingly recognised by design and marketing professionals. Many works analyse the impact of sensory stimuli on the hedonic, cognitive, and emotional responses of consumers, as well as on their satisfaction and intention to purchase. However, there is much less information about the utilitarian dimension related to a sensory non-reflective analysis of the tangible elements of the experience, the sequential role played by different senses, and their relative importance. This work analyses the sensorial dimension of consumer interactions in shops. Consumers were filmed in two ceramic tile shops and their behaviour was analysed according to a previously validated checklist. Sequence of actions, their frequency of occurrence, and the duration of inspections were recorded, and consumers were classified according to their sensory exploration strategies. Results show that inspection patterns are intentional but shifting throughout the interaction. Considering the whole sequence, vision is the dominant sense followed by touch. However, sensory dominance varies throughout the sequence. The dominance differences appear between all senses and within the senses of vision, touch and audition. Cluster analysis classified consumers into two groups, those who were more interactive and those who were visual and passive evaluators. These results are very important for understanding consumer interaction patterns, which senses are involved (including their importance and hierarchy), and which sensory properties of tiles are evaluated during the shopping experience. Moreover, this information is crucial for setting design guidelines to improve sensory interactions and bridge sensory demands with product features.The Spanish Ministry of Culture and Education funded this research with Grant No. PSE-020400-2007-1.Artacho Ramírez, MÁ.; Alcantara Alcover, E.; Martínez, N. (2020). Multisensory Analysis of Consumer-Product Interaction During Ceramic Tile Shopping Experiences. Multisensory Research. 33(2):213-249. https://doi.org/10.1163/22134808-20191391S21324933

Information and Communication Technology and its Impact on Improving the Quality of Engineering Education Systems

The emergence of the remarkable phenomenon of information and communication technology (ICT) in the last two decades of the twentieth century, and its integration into the formal education systems of leading countries, has expanded learning opportunities and facilitated easy access to educational resources. Due to the vast amount of information available, there is a growing emphasis on information management. This approach allows students to enhance their learning by utilizing various tools and visual aids. These tools help in teaching and training by engaging students’ different senses, making learning more realistic, practical, and enjoyable. The quality of education and the effectiveness of educational systems are among the most important concerns for educational developers, and decision-makers in any country. The areas of education is one of the fields that has undergone fundamental changes with the emergence of information technology. Information technology has been recognized as an effective tool in the learning and teaching process. In this research, we will discuss the role of ICT and its impact on enhancing the quality of education systems. The results demonstrate that ICT plays an effective role in the design, planning, implementation, learning, educational evaluation, and structure of education. This includes aspects such as timing, suitability, accuracy, adequacy, realism, speed of transmission, learning accuracy cost reduction, and educational effectiveness. Based on the aforementioned points, educational institutions must offer a suitable framework for integrating ICT into education through thorough planning

Merdeka Belajar Innovation Through Strengthening Competition Of Islamic Higher Education In Society Era 5.0

The disruption era creates a social arrangement of life that adapts to the conditions and goals set. Indonesia, a Muslim majority, must be adjusted by educational innovations, namely independent learning. Adaptation and adoption are a necessity. Islamic higher education must be reformulated, characterised by a balance of human behaviour and the role of technology in education. The study explores how Islamic higher education can compete in society era 5.0. The results show that Merdeka Belajar innovation is carried out by developing in harmony with Merdeka Belajar curricula and multilevel learning innovations. While strengthening Islamic higher education is based on aqidah sohihah, philosophy, five senses, intuition, character, rationality, and authority as a source of knowledge, all of which must be used as an inspirational approach. The competitive advantage of Islamic higher education needs leadership skills and human resources, teamwork differentiation, cooperation network, service quality differentiation, financial innovation, religious culture, and quality culture. The research implies that the better the independent learning innovation, the more vital Islamic higher education through multifunctional, adaptive, and flexible learning with the highest level of competitive quality creates Islamic education that can be applied in society era 5.

The Teaching of English Vocabulary through the Multisensory Approach to Older Adults in a Private Nursing Home in Pereira, Colombia

El siguiente documento es un proyecto de investigación cualitativo cuyo objetivo es integrar la teoría andragógica y el enfoque multisensorial para facilitar el aprendizaje de vocabulario en inglés a adultos mayores. Adicionalmente, este estudio es una iniciativa para incluir a los adultos mayores en un proceso de educación bilingüe ya que esta población casi no ha sido tomada en cuenta para la realización de proyectos bilingües. Por esta razón, este proyecto propone nuevas oportunidades para futuras investigaciones El presente estudio fue implementado en el hogar del anciano Casa Santa María en Pereira, Colombia. Este proyecto fue llevado a cabo en 10 clases en las cuales las participantes aprendieron 47 palabras relacionadas con su contexto inmediato. Las participantes del proyecto fueron cuatro mujeres, quienes tenían más de 60 años de edad. Las cuatro fueron consideradas como un proceso de muestreo típico intencional para recopilar los datos, los cuales fueron interpretados por los investigadores. Además, durante la implementación del estudio, tres métodos de recolección de datos fueron empleados: observaciones, diarios de campo, y entrevistas. Los datos recogidos fueron analizados aplicando la teoría fundada, y después de este análisis los datos sugirieron que a) las estrategias de aprendizaje autodirigido pueden facilitar el éxito del aprendizaje de vocabulario y b) los sentidos de los adultos mayores tienen diferentes usos dependiendo de la etapa de la clase. Para concluir, el enfoque multisensorial es efectivo para enseñar vocabulario en inglés a adultos mayores junto con los principios andragógicos