Multiple representations in instructional material: an issue of literacy

Abstract

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 investigate relevant instructional design (ID) issues and reflect on the research that has informed this project. These issues include, firstly, the concepts involved in catering for a multiliterate clientele and how the use of multiple representations may enhance learning opportunities for students. Secondly it will investigate the cognitive constraints experienced in displaying and representing information in multiple ways and whether providing users with a level of interactive choice is beneficial to their cognition. Finally, in the light of this investigation an appropriate instructional design response will be suggested and demonstrated, limited only by the print medium of this paper.