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Learning from multiple representations (MRs) is not an easy task for most people, despite how easy it is for experts. Different combinations of representations (e.g., text + photograph, graph + formula, map + diagram) pose different challenges for learners, but across the literature researchers find these to be challenging learning tasks. Each representation typically includes some unique information, as well as some information shared with the other representation(s). Finding one piece of information is only somewhat challenging, but linking information across representations and especially making inferences are very challenging and important parts of using multiple representations for learning. Coordination of multiple representations skills are rarely taught in classrooms, despite the fact that learners are frequently tested on them. Learning from MRs depends on the specific learning tasks posed, learner characteristics, the specifics of which representation(s) are used, and the design of each representation. These various factors act separately and in combination (which can be compensatory, additive, or interactive). Learning tasks can be differentially effective depending on learner characteristics, especially prior knowledge, self-regulation, and age/grade. Learning tasks should be designed keeping this differential effectiveness in mind, and researchers should test for such interactions.
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Scaffolding and supporting use of information for ambitious learning practices
Purpose This paper aims to lay out the goals and challenges in using information for ambitious learning practices. Design/methodology/approach Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs). Findings Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential. Originality/value To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.
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- Award ID(s):
- 1561486
- PAR ID:
- 10301017
- Date Published:
- Journal Name:
- Information and Learning Sciences
- Volume:
- 120
- Issue:
- 1/2
- ISSN:
- 2398-5348
- Page Range / eLocation ID:
- 39 to 58
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1108/ILS-08-2018-0087
