3. Principle 2 - Multiple Means of Representation

Have you ever asked your students

"What does this mean?" or "What do you see in this picture?"

and received very different responses?

These varied responses show that we rely on our experiences and prior knowledge to fill in gaps in information to make meaning. Therefore, presenting course content only in one way cannot effectively reach all learners who have different frames of reference. For that, the Multiple Means of Representation guideline encourages us to present course content in multiple ways so that students have different ways to access and engage with the course content.

In addition, based on the recognition network of the brain introduced in the first topic of the module, this section of the module introduces teaching practices that help learners recognize patterns in the information they receive through senses. For example, the recognition network helps us to understand the meaning of text by paying attention to patterns, such as the organization of paragraphs, use of transition words, and choice of words that communicate certain tone and style. Therefore, it is important to help students process information in an intentional and systematic way.

The representation principle is comprised of the following guidelines, and this section of the module walks you through them one by one.

3.1. Provide Options for Perception ⇩| 3.2. Provide Options for Language and Symbols ⇩| 3.3. Provide Options for Comprehension ⇩

---

3.1. Provide Options for Perception

Learning can be impossible or difficult when we present key course information in only one format or in formats that require assistance. For example, for many of us printed text may have been the primary format of our educational materials, and some of us may have had no problem with accessing text and may have been good at deriving meaning from it. However, presenting course materials only in text format can be a barrier to some learners, including those who have a vision impairment or a learning disability, such as dyslexia that causes difficulty in reading. To reduce or remove these types of barriers, when possible, you may consider providing textual materials in different formats (e.g., alternative visual, audio), or ensure textual materials are accessible to screen readers (assistive technologies) and allow learners to enlarge text.

In presenting any materials, it is important to explicitly explain what you are trying to teach through those materials. Otherwise, students may perceive different things in the presented information, and some of them may not be able to reach the intended learning goal.

 

Table Showing Checkpoints for Perception and Examples

Checkpoints for Perception	Examples for your classroom
Offer ways of customizing the display of information Links to an external site.	Learners can customize their online environment (e.g. colour of text or background). Learners can pause and play videos, adjust the speed of video playback, turn captions on or off.
Offer alternatives for auditory information Links to an external site.	Provide visual for musical interpretation Links to an external site., such as through notation. Provide text equivalents for podcasts and videos (e.g. captions, transcripts). Provide sign language interpreter for your educational events where possible (e.g. conference).
Offer alternatives for visual information Links to an external site.	Provide access to text-to-speech software, which converts text to an audible narration (check free software NaturalReader https://www.naturalreaders.com/software.html Links to an external site., or check with your institution if they offer a free software). Provide audiobooks as an alternative format to texts where possible.

 

3.1.1. Activity: Digital Content and Media Accessibility

---

3.2. Provide Options for Language & Symbols

Much like that one image can mean different things to different people, words and symbols can also mean different things to people who have different points of reference due to their varying prior knowledge or experiences. When learners do not understand verbal and non-verbal language being used in the course material and delivery, their access to the content knowledge is limited. For example, when course readings are full of jargon that are specific to a certain academic discipline, students who are new to the discipline would have a hard time in understanding the content. Therefore, it is important to provide options for learners to learn about language and symbols (e.g., vocabulary, symbols, syntax) being used in course materials.

 

Table Showing Checkpoints for Language and Symbols and Examples

Checkpoints for Language and Symbols	Examples for your course
Clarify vocabulary and symbols Links to an external site.	For your online course, embed support for vocabulary and symbols within the text (e.g., hyperlinks or a glossary page, illustrations, translations). Provide support and descriptions for unfamiliar idioms, jargon, and mathematical and academic languages and symbols. Write key terms on board or on slides, or use vocabulary lists.
Clarify syntax and structure Links to an external site.	Use concept maps to show the link between ideas and topics. Ask guiding questions to make connections to previously learned material/skills.
Support decoding of text, mathematical notation, and symbols Links to an external site.	Provide translation sites or links to multilingual glossaries. Provide materials in a format that accommodates the use of text-to-speech software.
Promote understanding across languages Links to an external site.	Provide translation or links to multilingual glossaries (where possible). Embed pictures or videos for vocabulary clarification.
Illustrate through multiple media Links to an external site.	Present your course key concepts in different formats (e.g. illustration, diagram, video, comic strip, images). Make explicit connections between information provided in text and accompanying equations, charts, or diagrams.

 

3.2.1. Activity: Clarifying Structure and Avoiding Confusion

---

3.3. Provide Options for Comprehension

Learners vary in their skills for information processing, for accessing and connecting new information to their prior knowledge and for making sense of the new information. For learners to develop knowledge that is useful to them, being presented with new information is not enough. They need to learn how to actively process information so that they can integrate new information with their prior knowledge, categorize their knowledge, and retain information in a systematic way. For example, providing models, scaffolds, and feedback can help learners to build connections to their prior experiences and highlight important information that relates to their learning goals.

 

Table Showing Checkpoints for Comprehension and Examples

Checkpoints for Comprehension	Examples for your classroom
Activate or supply background knowledge Links to an external site.	Review critical prerequisite concepts with short videos, quizzes or examples. Use metaphors or analogies that students can relate to in introducing a new concept.
Highlight patterns, critical features, big ideas, and relationships Links to an external site.	Analyze data to find patterns and relationships (when available). Highlight key information in text, graphics and diagrams. Provide a supporting document for reading material that signals text features, defines key vocabulary and asks prompting questions to guide comprehension.
Guide information processing and visualization Links to an external site.	Use graphic organizers to emphasize key ideas and relationships. Provide multiple examples using visual aids such as slides, handouts, and videos.
Maximize transfer and generalization Links to an external site.	Summarize lessons learned at the end of class. Provide scaffolds that connect new information to prior knowledge (e.g., half-full concept maps that present what the course has already covered while leaving some areas blank for students to fill out with new knowledge).

 

3.3.1. Activity: Videos In Your Course (Case Study)

Questions:

1. What are the possible barriers for the above students in your class?

2. How could those barriers be addressed through a redesign of any of the course components?

 

---

For Further Learning:

You can find more student personas here to help you think about possible barriers that may exist for your students. 

---

Note:  Click the Next button below to move on to the next page, Principle 3: Multiple Means of Action & Representation.