In contrast an IGL programme is designed to integrate fundamental subjects. There will be as many as sixteen layers of integration, some of them sensory, enhancing learning skills as well as recollection. These are in turn towed by animation to gain faster rates of assimilation through faster reading speeds. In addition to this IGL maps languages together creating an opportunity for students to learn a new language through an ongoing glossary for cross referencing the same ideas or words. Students also have multiple layers and therefore many different methods they can use to enhance recollection using the layer that is their forte.
For a person to be able to understand a language spoken to them they on average need to know at least 3,000 words in it. When they get to 6,000 words they can both understand and speak a language with an acceptable level of proficiency. An IGL programme does not just focus on content. It is in and of itself a learning tool. When it comes to language the ability for a student to use IGL to cross reference a language they can already speak with any language they feel they need to learn means they have an academic means for very quickly picking up new languages. They can also appreciate any language in its numeric and mathematical context, and will be able to use math to quickly identify grammar and grammar based idiosyncrasies between languages. In addition to this the potential of having revision speeds of up to 3,000 ideas per minute is expected to provide a rapid method for refreshing their vocabulary in a new language they have taken the time to learn or have not spoken in a while.
The IGL glossary will eventually cover every known language. Students will be able to use the general language glossary to learn the phonetics required to switch to any language they need to learn and rapidly populate their vocabulary in that language. Since they can do so using available literature translations of one word into another language take place in context and can be done accurately. The ability to assimilate a language quickly, speak and understand it when it is spoken will be one of the skills a student is expected to develop as a result of having followed an IGL programme.
The hope is that IGL is spread far and wide such that for schools teaching students using IGL as a foundation, no matter where students may find themselves in the world they have the means with which to communicate and find common ground, the fact that it can be provided through education is a plus.
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| IGL will map and cross reference all known languages to allow students to learn any language of their choice within a short space of time. |
The advantage is that IGL can also be taught in any language. For a country like Zambia, that has 72 languages, a learning programme like IGL is ideal for public schools in all the provinces since it has the potential to unify all 72 languages and can be used by students to learn to speak any language they choose with relative ease even French or English.
Students on an IGL programme will generally be expected to learn any subject they want to more quickly. Since, using specially designed high definition animated inforgraphs, they are expected to have reading and comprehension speeds close 12 times faster than the average person, therefore, they are expected to read more books and cover more content.
A Focus on Learning Ability...
The IGL programme focuses on learning ability as much as it does on content. Its objective is to enhance the ability to learn and make this just as valuable as content. Enhancing the ability to learn means students can cover more content and knowledge itself far more quickly than they are currently able to do. And they can taught to do so almost effortlessly.
As a result what may take an average student years to read, learn and assimilate may be covered in a few short months by an IGL student who has developed many different layers of understanding and interpreting any idea or subject they are required to become proficient in. By schools spending more time, resources and care building layers and raising ability students are empowered to shrink the time and energy spent on assimilating content. This means they can expand their areas of skill and can arrive at the level of understanding of an expert in any subject they need or desire to learn in a short space of time using abilities gained in IGL. Students gain expertise in any subject they feel they need to know and are no longer confined by the magnitude of content that n the past limited the scope of their understanding. In a dynamic world, this kind of flexibility is the direction education should be heading in.
Learning any language quickly becomes a standard skill-set
The ability to eventually be able to map any and all languages into IGL means that each individual can switch to the language they are most comfortable in and use this platform to learn any other language of their choice as well as take advantage of the many layers of ability IGL will be able to add to the skills of learners. The fact that the means of communicating ideas, namely the infograph, is the same across any language will bring versatility to education and the learning options available to students.
IGL provides a bridge between cultures and languages that allows students to have a method through which to quickly adapt to a new language of instruction should they have to move to a part of the world where the language used to teach or lecture is one they are not familiar with. Using IGL they can rapidly transfer and assimilate ideas, as they move on to elocution as well as the phonetic and written structure of a new language of instruction.
IGL is a tool, medium and foundation that will be useful for switching between languages and for bringing people around the world from diverse cultures and linguistic backgrounds together through having a means to easier communication.
At the tertiary level, students who have been through an IGL programme would be expected to easily handle a new language of instruction. Since the core ideas are represented by the same infograph the next step, which involves learning phonetics and the written structure of a new medium of instruction becomes much easier. While this learning process from one language to the language of instruction is going on the process of linguistics does not delay actual academic content which students can begin to rapidly learn using the enhanced speed and skills they have gained from an IGL programme. Universities and colleges would find it much easier to teach very complex ideas to multi-cultural and multi-lingual students. Even complex ideas at the tertiary level would be easily handled by IGL students who find themselves in a university where the language of instruction is completely different from their native tongue or the region they come from. These students would be able to adapt very quickly and language would be less of a barrier to learning.
Since IGL offers students a methodology that makes learning new languages easier there is likely to be a revival of interest in different languages and cultures as well as learning to speak them, even those that are not as widely distributed such as native or indigenous languages found on different countries and continents.
For instance, if a class of students are able to learn to understand and speak Navajo fluently to each other in 5 to 6 months, IGL is designed to offer a quick method for revision of vocabulary. At reading speeds of 500 to 1,000 ideas per minute a student could refresh their vocabulary, go through every word they have learned in 10 to 20 minutes and be able to cross reference this with any language they have learnt thereby never forgetting how to speak it. At this stage they recognize the patterns formed in the animation to remember the ideas or words contained in it.
The ability to refresh course content will be a very important aspect of IGL. Using the patterns created by animated infographs students are expected to be able to revise anything they have learned in a short space of time and retain this knowledge for longer than they have been able to in the past. Instead of spending days revising course content they have already learnt in preparation for exams, for instance, students could use this process to revise what they have been taught in minutes and retain this information through pattern recognition. This is much less laborious way to prepare for exams, a presentation, performing surgery or carrying complex drills on the field.
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