EDUCATION

A central theme of our pedagogy is to introduce AIMS Museo Maritimo as an additional modality of learning. The proposition of museums as an additional modality has been a recurring theme among university museums. Notably, the ICOM UMAC Journal has cataloged numerous instances where museums were employed within instructional settings for students. The primary premise of museums as a learning modality stems from the necessity of experiential learning and the idea that haptic learning creates greater recall (Kreps, 2015). This is emphasized in the Object-Based Learning (OBL) approach used by museums. Moreover, museums present content in a narrative-rich environment that underscores storytelling and encourages contemplation, thus proving to be a potent instrument for effective learning. Museums with their three-dimensional setting can satisfy different learning styles as specified in the VARK model. 
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Kelly Roell notes that kinesthetic learners often encounter challenges in achieving success within the traditional classroom environment. The endeavor to bridge diverse learning styles in both physical and virtual classrooms remains a significant hurdle for educators (El-Sabagh, 2021). In light of the evolving educational landscape, educators are tasked with devising creative methods to seamlessly incorporate varying learning styles and preferences into their teaching strategies. With this fact, AIMS Museo Maritimo seeks to become an additional learning modality that can expand the teaching strategies that encompass not only the visual learning approach but also kinesthetic learning. The museum will provide a distinctive and immersive learning environment that can be customized to cater to the distinct requirements of students with diverse learning preferences.