Visual and multiple representation in learning materials: an issue of literacy

The trend towards using multimedia and visual tools in learning environments as the preferred basis for teaching has increased dramatically over recent years. This paper will report on current research trends investigating the development of visually enhanced course materials. Specifically, it will analyse relevant instructional design issues and reflect on the concepts involved in catering for a multiliterate clientele and how the use of multiple representations may enhance the learning opportunities of students. To do this it will firstly investigate the role that cognitive/learning styles play in the learning process and what should be considered when preparing instructional material. It will look closely at the importance of visualisation in the representation of concepts and 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 approach to teaching and learning, particularly when using visual and/or multiple representations in learning environments. Secondly, it will investigate the cognitive constraints experienced by learners when information is displayed in multiple ways and whether it will be beneficial to provide users with a level of interactive choice. Finally, a set of pedagogically sound recommendations will be presented as an appropriate format and potential way forward for the design and delivery of multimedia instructional materials