Dissertation - Initial Development - Initial Middle Structure

Calling upon my experiences as a graphic designer working in the design and visualisation of both print and digital mediums, I got interested and still am in the way we choose different mediums to occupy different styles of interaction. Looking into this I came across one of what Bruce Mau calls the ‘Twelve Strategies’ in design. It is called ‘Associative Bandwidth (subliminal signal)’ and relates to how our sense channels order various amplifiers of information associatively for cognitive information mediums:

'Describe print-based media in the terminology of new media and what becomes apparent is the extent to which “bandwidth” is carried by the non-text-based qualities of an object. The tactility, colour, material, smell, history, image and portability of an object produce what we call associative bandwidth or subliminal signal. All of these qualities inflect the meaning of an object. They make it speak of intelligence, consideration, contemporaneity, criticality, accessibility, or generosity. Although we may not focus in a cognitive sense on these qualities, the channel remains open. The real effect and power of the work emerge in the tension between our cognitive and associative engagement. Perhaps the most challenging constraint facing online design application, and the reason so much of it seems anaemic or impoverished, is simply the extremely narrow bandwidth effectively stripped of all that subliminal signal.'
(Mau 2001 : Life Style 324)

This initially interested me as I was interested in the use of aesthetics when communicating information. This got me thinking about investigating the effect this ‘Associative Bandwidth’ has on the basic core interaction that everyone engages, learning. More importantly the effects this had on the development of interactive systems such as the Internet and how students absorb information. With this in mind I am then going to look at the learning technique, VAK (Visual, Auditory and Kinaesthetic) Learning and the effect it is having on the ‘Associative Bandwidth’ of interactive systems in relation to more physical and traditional mediums.

For the main research and analysis of my subject I will look into various websites, books and essays relating to the areas of interactive system implementation within educational institutions. I will also research material in regards of VAK Learning and the areas to which these interactive systems are allowing these Multiple Intelligence techniques to prosper. I will also if possible try to attain and interview a IT Co-ordinator and Teacher from a secondary school to ascertain the real world application of using interactive systems and VAK Learning, in relation to the amount of information this lets them teach in relation to sense stimulation and data absorption of the student. In a sense when it is appropriate to use physical teaching methods and when it is appropriate to use digital teaching methods.


To start the middle I will describe a history of interactive systems within learning, based mostly on the development of the Internet. Also I will give a brief description and introduction of VAK Learning within teaching and its advantages over traditional means of information interaction.

The next chapter in relation to ‘Associative Bandwidth’ will look at interactive systems such as the Internet versus traditional face-to-face and textbook teaching. This will strongly use the theory of William J. Mitchell and his ‘Economy of Presence’ idea, the notion of Synchronous and Asynchronous information transaction. It will also include technology experience theory from Caroline Pelletier and network interaction theory from Sian Bayne. The final bit of this chapter will comment on the theory of ‘place’ in both the physical and ‘virtual learning environment’ (VLE) put forward by Ray Land and its ‘Associative Bandwidth’ in relation to the transfer of information in the classroom.

The chapter after will look at the use of the now compulsory teaching style of VAK Learning, and how this area can and will shape the way interactive learning systems look and operate. It will hopefully connect some of Howard Gardner’s various learning styles to the digital medium of interactive systems and ideas gained by the chapter before. It will also comment on the changing face and procedural theory of displaying information within learning from Bruce Douglas Ingraham. Finally this chapter will look at the ‘classroom communication technologies’ (CCS) and ‘personal response systems’ (PRS) that are being developed such as ‘Quizcom’ which are making the VAK Learning style, digitally more possible to teach.

The final chapter of the middle will then document the primary research that I will hopefully be able to acquire, and compare my ‘real world’ findings to the theories of thinkers in the field. Fully incorporating the notion ‘Associative Bandwidth’ of sense stimulation in relation to the techniques used by interactive systems and learning styles to transfer knowledge from teacher to student. This will then all be used to next compile a conclusion.