VizComm

VizLanguage, a breakthrough invention

Welcome to the only platform where you can read, write, and talk visually!

How? Using a breakthrough invention called VizLanguage.

VizLanguage is a system of rules for merging text, shapes, images, interactivity, and pedagogies to make the written and spoken language easier to visualize.

Technically, it is the world's first interactive "visual modeling language" that enables visual reading, writing, and communication. It also enables visual reasoning, knowledge transfer, and documentation.

Main benefits of VizLanguage

VizLanguage can accelerate learning, knowledge transfer, and communication of complex topics — the type of information that must be understood and recalled (e.g., academic topics).

VizLanguage can make complex written and spoken language easier to understand for a broad range of diverse learners including students with dyslexia, ADHD, language processing disorder, Asperger's syndrome, slow processing, poor working memory, as well as English Language Learners (ELLs).

Our education system is based on the transfer of knowledge through written and spoken language. Yet, millions of young and adult learners struggle with learning complex topics by reading text-heavy documents (e.g., textbooks, online courses) or by listening to long verbal explanations (e.g., lectures, video-based tutorials) – even when supported by multimedia. VizLanguage can help young and adult learners overcome these challenges.

Read visually

You can read in VizLanguage by going to VizDocs Marketplace.

VizDocs Marketplace is where individuals and organizations buy, share and sell content in VizLanguage. A document or web content expressed in VizLanguage is called a VizDoc. Using a VizDoc is super easy.

Write visually

You can write in VizLanguage by going to VizWriter section. Using VizWriter is easy because the rules of VizLanguage are built into the app.

Talk visually

You can talk in VizLanguage with tutors, consultants, and coaches by going to VizTalks Marketplace.

VizLanguage is for:
I) young, adult, and lifelong learners;
II) educators, teachers, and professors;
III) online tutors, coaches, therapists, and consultants;
IV) online course creators;
V) textbook publishers;
VI) small and large organizations;
and VII) AI platforms.

I. For young, adult, and lifelong learners

Young, adult, and lifelong learners can use VizLanguage to:

1) Accelerate learning of complex topics;
2) Increase engagement with content;
3) Improve comprehension and retention of key concepts;
4) Improve critical thinking skills;
5) Enhance executive function and self-regulation skills;
6) Decrease cognitive load during the learning process;
7) Boost working memory and reasoning;
8) Encourage "meaningful" learning by connecting new concepts with related ideas;
9) Increase accessibility of the content for a broad range of diverse learners including visually oriented learners, young and adult learners with dyslexia or ADHD, as well as English Language Learners.

(See FAQ section "Literature Review" for research supporting potential benefits.)

II. For educators, teachers, and professors

Educators, teachers, and professors can use VizLanguage to:

1) Facilitate knowledge transfer of complex topics;
2) Enable content experts to create effective educational content;
3) Enable creation of pedagogically advanced tutorials;
4) Turn inexperienced educators into effective teachers;
5) Improve online teaching and communication.

(See FAQ section "Literature Review" for research supporting potential benefits.)

III. For online tutors, consultants, coaches, and therapists

Online tutors, consultants, coaches, and therapists can use VizLanguage to:

1) Accelerate knowledge transfer;
2) Turn content experts with limited tutoring or consulting experience into effective tutors or consultants;
3) Improve learner outcomes when used during online tutoring and coaching;
4) Improve patient outcomes when used during telemedicine and telehealth;
5) Improve business outcomes when used during online consulting.

(See FAQ section "Literature Review" for research supporting potential benefits.)

IV. For online course creators

Online course creators can use VizLanguage to:

1) Repurpose video-based courses into interactive & engaging content;
2) Repurpose text-based courses into interactive & engaging content;
3) Reach a broad range of diverse learners;
4) Improve learning outcomes;
5) Increase sales.

V. For textbook publishers

Textbook publishers can use VizLanguage to:

1) Repurpose video-based courses into interactive & engaging content;
2) Repurpose text-based courses into interactive & engaging content;
3) Reach a broad range of diverse learners;
4) Improve learning outcomes;
5) Increase sales;
6) Create new products.

VI. For small and large organizations

Small and large organizations can use VizLanguage to:

1) Enhance collaboration and improve productivity;
2) Improve training and performance outcomes;
3) Reduce training costs;
4) Improve engagement with content;
5) Enhance team collaboration in solving complex problems;
6) Reduce barriers in communication and bring clarity to discourse;
7) Support diverse learners and workforce;
8) Improve conflict resolution skills;
9) Accelerate knowledge capture and transfer;
10) Accelerate acquisition of new knowledge across the organization;
11) Increase accessibility to training materials for a broad range of diverse learners including visually oriented learners, young and adult learners with dyslexia or ADHD, as well as English Language Learners.
12) Assist with creating a roadmap to build AI solutions.

(See FAQ section "Literature Review" for research supporting potential benefits.)

VII. For AI training businesses

AI platforms can create and use VizDocs for enhanced training of large language models (LLMs) or reasoning/cognitive systems.

Problem: During pre-training phase, a large language model is trained on a massive corpus of text data to learn language patterns and generate coherent responses. However, the model doesn't have explicit knowledge of structured information or relationships between entities. Instead, it learns associations and statistical patterns from the text. As such, it can produce inaccurate or unreliable responses.

Solution: By incorporating VizDocs (a form of knowledge graph) during the fine-tuning phase of training, a language model like ChatGPT can learn to leverage the structured information and relationships encoded within the graph to enhance its:

1) understanding,
2) reasoning,
3) fact-checking,
4) entity resolution,
5) contextual generation capabilities.

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Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.

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Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.

content layout 3

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.

content layout 4

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop pub lishing software like Aldus PageMaker including versions of Lorem Ipsum.

“… a marvelous way to give students the capability of visualizing the relationships between the many, seemingly disparate things they need to learn.”

Mark Morris, Ph.D.

Distinguished Professor
Division of Astronomy & Astrophysics
University of California, Los Angeles

“Very useful not only to undergraduates, but also for a variety of other people to explore areas of science on their own.”

Robert P. Gunsalus, Ph.D.

Professor Emeritus & Distinguished Research Professor of Microbiology
Department of Microbiology, Immunology & Molecular Genetics
David Geffen School of Medicine
University of California, Los Angeles

“A unique system for studying and learning… will help not only students but also teachers.”

Aldons J. Lusis, Ph.D.

Professor of Medicine, Human Genetics, Microbiology, Immunology & Molecular Genetics
Vice-Chair, Human Genetics
Department Of Microbiology, Immunology & Molecular Genetics
David Geffen School of Medicine
University of California, Los Angeles

“… offers a fundamentally different approach to facilitating learning.”

Susan Bookheimer, Ph.D.

Distinguished Professor of Clinical Neuroscience
Department of Psychiatry and Biobehavioral Sciences
David Geffen School of Medicine
University of California, Los Angeles

“…a unique pedagogical approach… fills a major void in the educational training.”

Ferdinand V. Coroniti, Ph.D.

Professor Emeritus of Physics
Theoretical Space Plasma
Department of Physics
University of California, Los Angeles

“…fills an important gap in the learning and teaching in Pathology teaching and other pre-clinical courses.”

Jonathan Braun, M.D., Ph.D.

Physician-researcher,
Cedars Sinai Medical Center
Former Chair, Pathology and Laboratory Medicine
Former Director, JCCC Tumor Immunology Program Area
David Geffen School of Medicine
University of California, Los Angeles

“Carefully constructed … offers an overview of the subject matter in an organized and easy to follow manner … most useful to both undergraduate and graduate students.”

Anthony M. Adinolfi, Ph.D.

Professor Emeritus
Department of Anatomy and Cell Biology
David Geffen School of Medicine
University of California, Los Angeles

“I am sure each of the students in those courses (Space and Earth Sciences) would benefit greatly if he or she had access to your system of learning and communication.”

Bruce Runnegar

Professor Emeritus of Earth & Space Sciences
Department of Earth and Space Sciences
University of California, Los Angeles

“Your approach to teaching offers a useful way to enhance meaningful, organized learning.”

Merlin C. Wittrock, Ph.D.

Professor Emeritus
Former Head, Division of Educational Psychology
Graduate School of Education & Information Studies
University of California, Los Angeles

“… helps to clarify complex concepts for students.”

Harry Handler, Ph.D.

Emeritus, Special Assistant to the Dean
Graduate School of Education & Information Studies
University of California, Los Angeles
Former Superintendent of Los Angeles Unified School District

“…very creative, accurate and stimulating.”

Bernard Towers, M.D.

Professor Emeritus
Professor of Anatomy and Psychiatry
Department of Anatomy and Cell Biology - Embryology
David Geffen School of Medicine
University of California, Los Angeles

"... an outstanding and innovative tool to engage students in learning, particularly those who have difficulty learning solely from textbooks and lectures. The tool helps students to visualize the structure of knowledge, to interact with the content in ways that are meaningful to them, and to personalize the content."

Pedro Noguera, PhD

Dean, USC Rossier School of Education
Distinguished Professor of Education
at UCLA and New York University

"Young and adult learners alike who better grasp content pictorially rather than through written language would be sure to benefit from your system and materials. Even strong readers would benefit from being able to see the links and relationships among elements in the written materials.”

Shirley Maxey

Assistant Vice Dean for Academic Affairs
Associate Dean, Leventhal Master’s Programs
Professor of Clinical Accounting
Leventhal School of Accounting
Former Chair, Department of Business Communication
Marshall School of Business
University of Southern California

“… a valuable approach …helpful to both students and researchers.”

Thomas G. Cummings

Professor of Management and Organization
Marshall School of Business
University of Southern California

“…original and potentially very useful… could make a genuine difference in the ways we learn from texts, in the way we organize knowledge, and perhaps even our epistemological strategies.”

Mihaly Csikszentmihalyi

Professor Emeritus
of Psychology and Management
Co-Director, Quality of Life Research Center
Peter F. Drucker Graduate School of Management
Claremont Graduate University

“... very interesting, and your idea of displaying text information in a more visual and comprehensible format seems to make a lot of sense. Many of our students have trouble reading dense columns of textual information, and extracting the essence from what they read. I think your approach is novel, and could be a real breakthrough if text becomes widely available in the format.”

Neville Kallenbach

Professor of Chemistry
New York University

“… the technique shows how the various parts of a given topic fit together.”

Margaret L. Kline, Ph.D.

Professor of Chemistry
Physical Sciences Department
Santa Monica College

“… a talent in organizing information … many useful devices to clarify the fundamental principles of science to the student.”

John E. Toivonen, Ph.D.

Professor of Chemistry
Physical Sciences Department
Santa Monica College

“Their immediate wide-spread availability would be a boon to both teachers and students.”

John F. Harwig, Ph.D.

Professor Emeritus of Chemistry
Physical Sciences Department
Santa Monica College

“…aids students in seeing the ‘whole picture’…enables students to see how the parts fit into the whole.”

Merle H. Arnold, Ph.D.

Professor Emeritus and Chair of Chemistry
Physical Sciences Department
Santa Monica College

“In my experience, I have not encountered such a comprehensive study program.”

Jennifer B. Merlic, Ph.D.

Former Vice President of Academic Affairs
Former Professor of Chemistry
Physical Sciences Department
Santa Monica College

“…this project will be very useful to students as well as teachers.”

Roman Ferede, Ph.D.

Professor of Chemistry
Physical Sciences Department
Santa Monica College

“I was very impressed with the originality of the concept and with the thought and effort that has been put into this project.”

Nuria Rodriguez, Ph.D.

Professor of Physics
Physics Department
Santa Monica College

“… would fill an important gap in the learning process.”

Jeffrey Bresloff, Ph.D.

Professor of Physics
Physics Department
Santa Monica College

“The concept is straightforward, and one with which I agree completely.”

Lucy W. Kluckhohn, M.S.

Professor Emeritus of Microbiology
Microbiology & Life Science Department
Santa Monica College

“In over 25 years of teaching mathematics at both the high school and community college level I have never seen such a well-organized and accessible student resource for algebra… invaluable for students enrolled in courses from beginning algebra through the calculus.”

Fran Manion, M.S.

Former Chair and Professor of Mathematics
Mathematics Department
Santa Monica College

“I have never seen as well thought-out a system for learning … a genuine system of how to organize and present material.”

John R. Kennedy, M.S.

Professor Emeritus
Mathematics Department
Co-author of the text Prealgebra For College Students
Santa Monica College

“… quite innovative and its top-down approach makes a lot of sense.”

Michael Chitgar, Ph.D.

Adjunct Professor
Mathematics and Computer Information Systems
Santa Monica College

“… a truly remarkable organizational scheme to aid students in learning and retention of in a wide range of subjects.”

Jackie Lanum, Ph.D.

Professor of Psychology
Behavioral Studies Department
Santa Monica College

“I have taught classes in psychology at the community college level for over 15 years and encountered close to 10,000 students… brings a degree of organization and integration to complex material which is unique in my experience.”

Richard L. Russell, Ph.D.

Professor of Psychology
Behavioral Studies Department
Santa Monica College

"... truly breathtaking in terms of pedagogy."

P. Scott Corbett, Ph.D.

Professor of History
Venture College

Senior Contributing Author of OpenStax U.S. History

" ... could open up new ways for underserved Americans, especially those from diverse cultural and language backgrounds."

James C. Spohrer, PhD

Member Board of Directors, ISSIP
Retired Director, IBM Global University Programs Worldwide
Former CTO, IBM Venture Capital Relations
IBM, Almaden Research Center

" ... innovative technology for the workplace and school."

Michelle Marquard, EdD

Former Director of Human Resources
Cisco Systems

"... has broad application in many areas of business, training and education."

Michael E. King, MA

Retired Senior Manager
Cisco Systems

"I can see promise in using this software to enhance our learning management and data mining efforts to aid decision makers in everything from better utilizing training hours to making strategic decisions."

Ross G. Uhler, Lt Col, USAF

Retired Section Chief, Distributed Training Systems
PM, Live-Virtual-Constructive Training
Simulators Division
Agile Combat Support Directorate
Department of the Air Force
Department of Defense

"... shows great potential for adding several important new capabilities to learning environments for individuals and to new types of collaborative, knowledge capture and documentation, and training environments for organizations.”

Kirstie Bellman, PhD

Retired Principal Scientist,
The Aerospace Corporation
Former DARPA Program Manager,
U.S. Department of Defense

" ... the visual representation is so very different from anything else I have seen."

Christopher Landauer, PhD

Mathematician
The Aerospace Corporation

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Overview Of The Platform

VizLanguage, a breakthrough invention

Main benefits of VizLanguage

Read visually

Write visually

Talk visually

I. For young, adult, and lifelong learners

II. For educators, teachers, and professors

III. For online tutors, consultants, coaches, and therapists

IV. For online course creators

V. For textbook publishers

VI. For small and large organizations

VII. For AI training businesses

1

3

content layout 2

content layout 3

content layout 4

University of California, Los Angeles (UCLA)

“… a marvelous way to give students the capability of visualizing the relationships between the many, seemingly disparate things they need to learn.”

Mark Morris, Ph.D.

“Very useful not only to undergraduates, but also for a variety of other people to explore areas of science on their own.”

Robert P. Gunsalus, Ph.D.

“A unique system for studying and learning… will help not only students but also teachers.”

Aldons J. Lusis, Ph.D.

“… offers a fundamentally different approach to facilitating learning.”

Susan Bookheimer, Ph.D.

“…a unique pedagogical approach… fills a major void in the educational training.”

Ferdinand V. Coroniti, Ph.D.

“…fills an important gap in the learning and teaching in Pathology teaching and other pre-clinical courses.”

Jonathan Braun, M.D., Ph.D.

“Carefully constructed … offers an overview of the subject matter in an organized and easy to follow manner … most useful to both undergraduate and graduate students.”

Anthony M. Adinolfi, Ph.D.

“I am sure each of the students in those courses (Space and Earth Sciences) would benefit greatly if he or she had access to your system of learning and communication.”

Bruce Runnegar

“Your approach to teaching offers a useful way to enhance meaningful, organized learning.”

Merlin C. Wittrock, Ph.D.

“… helps to clarify complex concepts for students.”

Harry Handler, Ph.D.

“…very creative, accurate and stimulating.”

Bernard Towers, M.D.

University of Southern California (USC)

Pedro Noguera, PhD

"Young and adult learners alike who better grasp content pictorially rather than through written language would be sure to benefit from your system and materials. Even strong readers would benefit from being able to see the links and relationships among elements in the written materials.”

Shirley Maxey

“… a valuable approach …helpful to both students and researchers.”

Thomas G. Cummings

Claremont Graduate University

“…original and potentially very useful… could make a genuine difference in the ways we learn from texts, in the way we organize knowledge, and perhaps even our epistemological strategies.”

Mihaly Csikszentmihalyi

New York University (NYU)

Neville Kallenbach

Santa Monica College (SMC)

“… the technique shows how the various parts of a given topic fit together.”

Margaret L. Kline, Ph.D.

“… a talent in organizing information … many useful devices to clarify the fundamental principles of science to the student.”

John E. Toivonen, Ph.D.

“Their immediate wide-spread availability would be a boon to both teachers and students.”

John F. Harwig, Ph.D.

“…aids students in seeing the ‘whole picture’…enables students to see how the parts fit into the whole.”

Merle H. Arnold, Ph.D.

“In my experience, I have not encountered such a comprehensive study program.”

Jennifer B. Merlic, Ph.D.

“…this project will be very useful to students as well as teachers.”

Roman Ferede, Ph.D.

“I was very impressed with the originality of the concept and with the thought and effort that has been put into this project.”

Nuria Rodriguez, Ph.D.

“… would fill an important gap in the learning process.”

Jeffrey Bresloff, Ph.D.

“The concept is straightforward, and one with which I agree completely.”

Lucy W. Kluckhohn, M.S.

“In over 25 years of teaching mathematics at both the high school and community college level I have never seen such a well-organized and accessible student resource for algebra… invaluable for students enrolled in courses from beginning algebra through the calculus.”

Fran Manion, M.S.

“I have never seen as well thought-out a system for learning … a genuine system of how to organize and present material.”

John R. Kennedy, M.S.

“… quite innovative and its top-down approach makes a lot of sense.”

Michael Chitgar, Ph.D.

“… a truly remarkable organizational scheme to aid students in learning and retention of in a wide range of subjects.”

Jackie Lanum, Ph.D.

“I have taught classes in psychology at the community college level for over 15 years and encountered close to 10,000 students… brings a degree of organization and integration to complex material which is unique in my experience.”