3D IM’s Boosts Skills Learned From Experiencing

There is much sense in the Chinese saying that “a thousand hearing are not as effective as one seeing.” Let us realize this fact that the students learn more when they can see it than just listening about it. They can easily recall a lesson with the help of the instructional materials being used by their teachers. And it is even better if the students use three dimensional instructional materials to experience what they are learning for them to develop not only their memory but also their critical thinking.

These teaching aids can be projected or non-projected aids. Projected aids are those aids where a bright light is passed through a transparent picture, and by means of a lens, an enlarged picture is thrown or projected on the screen; like films, filmstrips, slide presentations, opaque projection and OHP. While, the non-projected aids are those which require no projection material or any electric power, like graphic aids, display boards, activity aids and 3-D aids.

3-D aids or three dimensional materials are objects that have height, width and depth, like any object in the real world, such as realia, specimen and objects, models, mock-ups, dioramas and puppets that are very effective teaching aids to guide students’ process of learning acquisition. Three dimensional instructional materials are more effective than any other instructional materials that the teacher uses in to incorporate her lesson.

Realia are real things that represent the actual conditions or direct experiences with which the learner will live. As such, realia should be used whenever possible. Real things those are available. The task is to locate them and put them to use in helping students learn. Examples of realia are: insects, coins, rocks, plants, pets and stamps.

In using realia, students can experience with real things with which one will interact in life is the best learning situation possible. Dealing with realia motivates the learner. The students are familiar with the real materials and their interest can easily be focused. Real objects are plentiful and available everywhere. Real items can be observed and handled, providing concrete learning experiences for the students. Real specimens can be handled and observed thoroughly, they are inexpensive. The students are familiar with the real materials and their interest can easily be focused. Realia can be used as part of the evaluation system. And Realia learning can be extended through the use of displays.

On the other hand, there would be some instances that real things are not always readily available. Affective learning is unpredictable through realia. Realia can be a distraction if left sitting around the classroom. Storage and retrieval can create problems. Realia are not always practical for use in the classroom because they are potential hazards, their size, cost and maintenance. Realia such as live animals, certain electrical and mechanical equipment, etc., can represent potential hazards for the learner and the teacher. A real object may be too large (a submarine) or too small (a single human cell) for classroom study. Real objects often are expensive. Need to maintain original structure, while some realia can be dismantled, many others cannot be, for example, cutting open a person to see how the heart functions.

To make an effective use of a realia as your aid for teaching your subject matter you must be certain that the real object enhances your objectives. Make whatever advanced arrangements that are necessary for proper use of the realia Costs can often be minimized by borrowing real items from members of the community. Keep the realia under wraps until you are ready to use them; after using, remove the potential destructor from sight; students should be encouraged to help in locating and acquiring realia for classroom use. And develop a system of storage and retrieval which will be functional.

Specimen and objects are good substitute for realia. We must admit that direct experiences cannot be made available all the time like exploring the ocean floor or the Polar Regions. So we get specimens and samples from these places and we study them in another setting. This enables students to learn many things that would otherwise be unobtainable. However, studying these fragments of the original becomes limited because they are taken out of context. So to counteract this limitation, students are encouraged to supplement learning thru the use of photographs, films and animation.

Examples of specimens and objects that we usually collect are the different kinds of rocks, shells, fish, butterflies, mineral deposits, etc. We, too, collect objects like furniture, clothes, tools, toys, coins, relics stamps and pieces of literature of all times. Through these objects students will be able to infer, hypothesize, experiment and form conclusions and generalizations on processes and phenomena which maybe impossible if we rely only on direct experiences.

In using specimen and objects for teaching we must know how to develop a purpose for using them. Avoid presenting them as merely an isolated material. They must be linked with the total learning situation so that there is meaning to the concepts derived from them We must provide opportunities to students to work with or to manipulate the specimens so that they can discover concepts, process and principles by themselves. Learning is more impressive if students discover processes and phenomena. We must also present just enough specimens or objects at a time so as not to overwhelm the students. This will avoid confusion too. And remember, presenting too little is just as inappropriate. Effective learning may not take place with inadequate materials. Teachers should present the materials in a dramatic way so as to arouse and sustain the interest of the students. Provide a tint of suspense by not totally exposing the material so that students will become more interested.

In the site Wikipedia, a relic is an object or a personal item of religious significance, carefully preserved with an air of veneration as a tangible memorial. Relics are an important aspect of some forms of Buddhism, Christianity, Hinduism, Shamanism, and many other religions. The word relic comes from the Latin reliquiae, meaning "remains." A reliquary is a shrine that houses one or more relics. Relics are things or part that remains from the past and sometimes it is something kept as sacred because it belonged to someone who is really important. Relics, as a learning tool, are used as a kind of example for the students to illustrate the culture and beliefs of our ancestors.

In the site of Wikipedia, a replica is a copy that is relatively indistinguishable from the original. Replicas are often used for historical purposes, such as being placed in a museum. Sometimes the original never existed. Replicas are an exact copy, as of a painting statue, etc. One definition of "replica" has emerged that defines one as a copy of an original object, that can only be made by the original company (or corporate descendant) of the firm that made the original object-any other sort of copy of an original object would be called a "reproduction" instead. Another use of replica comes when it's related to prop (or simply prop): the term prop replica now stands for another way of collecting everything related to movies, including official and fan-made replicas of famous equipment seen in movies.

Exhibits are designed to display visual and written information on topics in an attractive and easily understood manner. They are similar to exhibits found in a museum. People walking by should be attracted to an exhibit's main idea and, therefore, stop to learn more about the topic. To be successful, an exhibit must create an effective balance between visual interest and historical explanation. The most common form of exhibit entry is a three-panel display. This style is the least complicated to design and build and is a very effective way to present information.

In creating and exhibit be sure the title is the main focus of the center panel, use the center panel to present the main ideas, the side panels are best used either to compare issues about the topic or to explain related detail, artifacts or other materials may also be placed on the table between the side panels.

Labels used for the title and main ideas are very important because they direct the viewer's eye around the exhibit. One way to make labels stand out is to have the writing on a light-colored piece of paper with a darker background behind it. This can be done with construction paper, tag board, or mat board. Dark black lettering makes labels easier to read. Photographs and written materials also stand out more if they are placed on backgrounds.

A successful exhibit must be able to explain itself. It is important to design an exhibit so that the photographs, written materials and illustrations are easy to understand.

It is tempting to put as much on the panel boards as possible, but this makes for a cluttered and confusing display. Students should select only the most important items for their exhibit boards. Clarity and organization are the most important goals for an exhibit design.

A three-dimensional exhibit is more complicated to construct but can be an effective presentation style. As in the three-panel display, one side should contain the title and main idea. As viewers move around the exhibit the development of the topic can be explored. It is not necessary for the exhibit itself to be able to spin. It may be set on a table (or on the floor) so that people can walk around it.

Models and mockups are recognizable imitation of the real thing except size, which may be scaled down or scaled up to proved the needed experiences. They make good sense for many training applications. They can save time and reduce hazards while providing hands-on experience. At the very least, they provide another form of learning reinforcement; at the most, they can help you illustrate and explain things that otherwise would be difficult or dangerous. They facilitate study of objects and processes, which cannot be seen in the objects themselves.

Models introduce accurate and authentic realism into the learning situation. A model may be an enlargement, a reduction, or the actual size. They show the totality of a thing or a process. Examples are the model of the atom, molecules and the different systems of the human body. Because models are 3-D, they are close to the real thing.

They also provide motivation and enhance learning. Oversized objects can be reduced in size and can be studied in the classroom. Some models can be purchased from commercial firms. The parts can be built as to scale and appear exactly like the real object.

But it is not easily observable when dealing with large groups. Purchase of models can be costly. If models are built as to scale, it could be time consuming. Some models are may be impractical, or impossible to obtain or build, and problems with storage may occur.

In using models for teaching, we must emphasize the size of the real object while being used. Use moving models can catch attention and interest easily. Teachers should encourage students to construct simple models with parts in corrects proportion. Some models can kept for display for a long time depending on the materials used.

Mockups are three-dimensional working models. They are replicas of an object that may be larger or smaller in scale. They are special types of models which are focused on a specific part of a whole object and these are workable. It is intended to show the essential parts which are made detachable. Example is showing just the joint of the legs and the top of the table or just the engine of the refrigerator, which can be tinkered by the students.

It can be constructed by the teacher since she knows which part should be emphasized. In a mock-up structure of a flower the detachable parts could be the pistil and the stamen. It is a way of focusing observations on the desired part to be studied as well as the functional relationships of the parts. We can make use of them for training or testing in place of a real object that is too costly, too dangerous, or difficult to obtain. But its construction could be time-consuming. Since the sizes are exaggerated, the students might be confused when faced with the real object. And it could be costly.

When teachers use mock-ups, they should involve the students in building the mock-ups. They should guide the students in the construction of a mock-up. Teachers must make sure it truly illustrates the functional relationship of the parts of the real objects. They must also prepare a sketch of the desired scale and location of the parts before building it.

Mockups can also be useful for classes such as berthing a ship where you may not be able to use an actual ship but can improvise using a table as your ship and the bulkhead for your jetty. But it may require accompanying verbal explanations and a great deal of imagination.

We use models and mock-ups when reality is too small, like atoms, molecules, bacteria, or too big, like the universe and the earth. We can use it when reality is inaccessible like past and futuristic events; and when distance is impossible to bridge. We can also use it when reality is too dangerous like viewing an erupting volcano or going to the forest for wild animals and insects. It can be use effectively when reality is unreliable like the weather and the various climatic conditions, and the tides. And also we can use it when reality is too abstract like space relationship, mathematic and other concepts. But before using it we must consider some precautions like the alteration of size, space and time. Misconceptions may arise between the real and the contrived. To prevent misconception, caution the students on the size of the real object in comparison to the mock up.

Specimens, objects, models and mock-ups are materials come in the form of contrived experiences, which are edited version of what is real.

In the Wikipedia, the word diorama can refer either to a nineteenth century mobile theatre device, or, in modern usage, a three-dimensional full-size or miniature model, sometimes enclosed in a glass showcase for a museum. Dioramas are often built by hobbyists as part of related hobbies such as military vehicle modeling, miniature figure modeling or aircraft modeling.

Diorama is a three dimensional representation of events, ideas or concepts against a scenic background. It is also known as a meaningful exhibit in boxes or cases, which are portable. Dioramas are three-dimensional scenes incorporating miniature objects and backgrounds in perspective. This type of exhibit can cause children to think creatively and aesthetically.

A diorama is used to recreate things from the past or the future, to reduce the size of things, to make model of things too small to examine, to made model of things from faraway places, to explain difficult concepts, to show working parts, to attract interests attention, to promote increased learner participation, to show some selected aspect of the whole in a simple elemental way, and to present an immediate sensation.

The current, popular understanding of the term “diorama” denotes a partially three-dimensional, full-size replica or scale model of a landscape typically showing historical events, nature scenes or cityscapes, for purposes of education or entertainment. Miniature dioramas are typically much smaller, and use scale models and landscaping to create historical or fictional scenes.

Modern museum dioramas may be seen in most major natural history museums. Typically, these displays use a tilted plane to represent what would otherwise be a level surface, a painted background of distant objects, and often employ false perspective, carefully modifying the scale of objects placed on the plane to reinforce the illusion through depth perception of viewing a larger space—representations of objects (of identical real-world size) placed further from the observer are smaller than those closer. Often the distant painted background or sky will be painted upon a continuous curved surface so that the viewer is not distracted by corners, seams, or edges. All of these techniques are means of presenting a realistic view of a large scene in a compact space. A photograph or single-eye view of such a diorama can be especially convincing since in this case there is no distraction by the binocular perception of depth.

Miniature dioramas may be used to represent scenes from historic events. Landscapes built around model railways, although they often have to compromise scale accuracy for better operating characteristics, can also be considered dioramas.

Hobbyists also build dioramas of historical or quasi-historical events using a variety of materials, including plastic models of military vehicles, ships or other equipment, along with scale figures and landscaping. In the 19th and beginning 20th century, building dioramas of sailing ships had been a popular handcraft of seamen. Building a diorama instead of a normal model had the advantage, which the model was protected inside the frame and it could easily be stowed below the bunk or behind the sea chest. Nowadays, such antique sailing ship dioramas are valuable collector’s items.

On the other hand, dioramas are limited to some aspects in a way that it is time consuming and it requires extra talent to do it.

In the Wikipedia, puppet is an inanimate object or representational figure animated or manipulated by a puppeteer. It is usually (but by no means always) a depiction of a human character, and is used in puppetry, a play or a presentation that is a very ancient form of theatre. The puppet undergoes a process of transformation through being animated, and is normally manipulated by at least one puppeteer.

There are many different varieties of puppets, and they are made of a wide range of materials, depending on their form and intended use. They can be extremely complex or very simple in their construction. They may even be found objects. As Oscar Wilde wrote, "There are many advantages in puppets. They never argue. They have no crude views about art. They have no private lives". David Currell has said "A puppet is not an actor and a puppet theatre is not human theatre in miniature, because when an actor 'represents', a puppet 'is'".

On the other hand, the aquarium, terrarium, aviary, herbarium, herbary, vivarium, planetarium, solarium and simulation are some other types of contrived experiences.

The aquarium is a representation of plant and animal life in water. Terrarium is a representation of plant and animal life on land. Aviary is a collection of live birds. Herbarium is a collection of dried herbs. Herbary is a collection of live herbs. Vivarium is a representation of plant and animal life putting together those of the same habitat. Planetarium is a representation of planets and their relative sizes and distances from each other. Solarium is a representation of the solar system, the sun, the earth and the moon. Simulation is an imitation of reality, modifying some elements which may prove dangerous or impractical so as to provide the students with the experience whenever necessary.

Before using any three-dimensional instructional materials integrate in our lesson, we must first evaluate these materials. And ask ourselves, as teachers, if the model is necessary on case you make use of the original? Could some other device portray the idea more effectively? Is the idea appropriate for representation in a model? Is each part of the model mad to the same scale proportionate in size? Are the important details of construction correct? Could wrong impressions of size, Color and shape result from using this model? Does the model oversimplify the idea? If it is workable, will at standup under frequent use? If it is made locally, is the model likely to be worth the time, effort and money involved? If it is purchased, will the model be used often enough to justify the cost? But whatever material that the teacher uses to enhance the learning experiences of the learners they must still consider the their needs and must pedagogically sound.