Multiple Representations in Teaching and Learning: Reflection of Practical Experiences

The trend towards using multimedia in e-learning environments as the preferred basis for teaching (particularly when teaching at a distance) has increased dramatically, particularly over the last few years. This paper will report on a current research project being conducted at the University of Southern Queensland (USQ), involving the development of a multimedia version of an existing print based course. Specifically, it will analyze relevant instructional design (ID) issues and reflect on the concepts involved in catering for a multi-literate clientele and how the use of multiple representations may enhance the learning opportunities of students, primarily post-secondary learners. Firstly, it will investigate the role that learning styles play in the learning process and what should be considered when preparing instructional material, looking closely at the importance of visualization in the representation of concepts and the current understandings of what it means to be literate in a culture saturated with visual elements. It will be seen that our understanding of these basic concepts will play an important role in our ID approach to teaching and learning, particularly when using visual and/or multiple representations in the multimedia and e-learning environments. Secondly, it will investigate the cognitive constraints experienced by learners when information is displayed in multiple ways in such an environment and whether it will be beneficial to learner cognition to provide users with a level of interactive choice. Finally, a set of instructional design recommendations will be made as to an appropriate format and potential way forward for the delivery of multimedia and e-learning instructional materials.