The PISA report shows that more than one in five European students are underperforming in reading, science and mathematics. The culture of the written word remains predominant in school systems, particularly in the teaching of so-called abstract subjects such as literature or mathematics.
Research in cognitive psychology has shown that proposing a schema to a learner who claims to be more “visual” and a voice-over to a learner who claims to be “auditory” will be less effective than presenting a schema AND a voice-over to both learners. The question of predominantly visual pedagogical tools in a school curriculum makes sense in relation to the number of learners that have “visual intelligence” (65%) or pupils with difficulties in accessing the written word, such as pupils suffering from DYS disorders (between 10% and 12% based on the numbers of the literature and the numbers used by the experts).
In a school setting, differentiated pedagogy very quickly shows its limits and can become a real headache for the teacher. But today, new technologies are opening up new opportunities in education by promoting adaptive learning and memory anchoring.
Flash Mind was born out of this desire to work on these notions of adaptive learning and memory anchoring, through a learning platform.
Project consortium:
o EDULOG (Coordinator – France)
o Les Apprimeurs (France).
o Logopsycom (Belgium),
o EELI – European Education and Learning Institute (Greece)
o Universitatea Din Pitesti (Romania),
o Associazione Euphoria (Italy)
