A First-person Education Infrastructure for Multimedia Technology: A Biofunctional Science Perspective

By Asghar Iran-Nejad and Fareed Bordbar.

Published by The International Journal of Technologies in Learning

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In this article, we propose that the growing multimedia technology has the potential to solve many of the elusive problems of education but it needs a suitable infrastructure for the job. We argue that today’s 2nd/3rd-person education infrastructure cannot provide a dynamic enough context to problem-solve with educational multimedia. It is overcommitted to controlling learners directly and to the business of feeding them adult-accumulated knowledge often delivered in the form of boring teaching trivia. As an alternative, we propose a different educational infrastructure that enables learners to discover their own 1st-person revelations or insights. An important prerequisite toward integrating multimedia and the new 1st-person education is to show what makes the existing educational infrastructure unfit for the job. We discuss next how 1st-person education is different and what makes this alternative more promising. We close the article with an example of a 1st-person performance learning task and conclude with the suggestion that 1st-person education and educational multimedia are made for each other.

Keywords: Second/Third-person Education, Multisource Revelation-learning, Environments, Revelation, Insight, Biofunctional Science

International Journal of Technologies in Learning, Volume 19, Issue 1, pp.31-44. Article: Print (Spiral Bound). Article: Electronic (PDF File; 378.062KB).

Prof. Asghar Iran-Nejad

Professor of Educational Psychology, Program in Educational Psychology, University of Alabama, Tuscaloosa, USA

is a professor of educational psychology, a graduate of the University of Illinois at Champaign, a postdoctoral fellow at the University of Michigan (1984–1986), and currently a faculty member at the University of Alabama, He has published extensively in educational and psychological journals and presented widey in regional, national, and international conferences. He is the founder of biofunctional science, wholetheme education, and first person education, and a co-founder of the experimental Multiple Abilities Program (MAP) in teacher education. His areas of research and interest are learning, affect and emotion, teacher education, biofunctional foundations of human understanding, knowledge, and self-regulation.

Dr Fareed Bordbar

PhD Candidate, Department Of Educational Psychology, University of Alabama, Tuscaloosa, USA

is a PhD candidate of educational psychology at the University of Alabama. His research interests include educational technology, biofuctional science, and learning and self-regulation.