Abstract

In devising an effective approach for the Presentation of Information Data to any group of students, it has to be anticipated that the particular Style of Presentation that is chosen for conveying the new Information Data will influence the ensuing level of stimulation of the Response from each student. New Information Data forms the foundations for new Knowledge, but the ideal purpose of any Presentation is to promote the acquisition of Perceptive Knowledge. Any endeavour to promote Perceptive Knowledge involves considerably more cognitive processing procedures than just the initial delivery and reception of new Information Data. It always is necessary to activate the Awareness of a student as to the Usefulness of any Information Data which is being drawn to their attention for the first time. The Style of Presentation needs to bring into sharp Focus specific characteristics in the communication procedures that illustrate the Significance, the Relevance, and the Intrinsic Value of the new Information Data. However, the real importance of new Information Data lies less in the actual content of the Data itself, and much more in the Implications which are consequential to the existence of that Information Data.

This Paper will highlight an approach for the Presentation of Photonics Information Data in such a way as to augment a student’s acquisition of Perceptive Knowledge, by the provision of a coincident forum for Photonics Investigations, with the student’s own Imagination, Insight, and Ingenuity then being integrated with the Empirical Evidence to arrive at a proposal to create a new Prototype Design Idea. In providing opportunities for a student to create a highly Innovative Prototype Design, such a student’s attention is focused on the Usefulness of the original Information Data, challenged by the potential applications of the Information Data within an Investigative environment, and made aware of the impressive outcomes that are the result of Ingenuity that is prompted by a Design encounter. In such a Learning approach, a student is certain to acquire Perceptive Knowledge.

© 2009 Optical Society of America