Meriam Library(opens in new window)
Faculty Affairs and Success (FAAF)(opens in new window)
Accessible Technology Services (TEIN)(opens in new window)
A principle of the Universal Design for Learning framework, providing students with opportunities to engage with multiple representations, will provide more equitable access to learning opportunities. The three guidelines for multiple representations call for educators to provide multiple representations for learners to perceive, communicate about, and comprehend content and ideas.
When considering representations for learners to perceive information, learners will benefit from multiple forms of representation (e.g. visual and auditory) as well as multiple options of customizable choice related to a form of representation. For example, videos can be created that offer various options related to playback speed or subtitles/captions.
Working with multiple means of representation will not just provide students with multiple access points to understand content, but it will also provide students with opportunities to make connections and develop deeper understanding. This will improve students’ abilities to apply ideas to other classes and settings. It will also improve long term retention of information.
Examine selected research on multiple representations.
Roberts, K. D., Park, H., Brown, S., Cook, B. (2021). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of postsecondary education and disability. 24(1), 5-15.
Schelly, C. L.,Davies, P. L., Spooner, C. L. (2011). Student perceptions of faculty implementation of universal design for learning. Journal of postsecondary education and disability. 24(1), 17-30.
Rau, M. A., Matthews, P. G. (2017). How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions. ZDM - Mathematics education. 49 531-544. https://link-springer-com.mantis.csuchico.edu/article/10.1007/s11858-017-0846-8
Wu., S. P. W., Corr, J., Rau, M. A. (2019). How instructors frame student’ interactions with educational technologies can enhance or reduce learning with multiple representations. Computers & education. 128, 199-213. https://doi.org/10.1016/j.compedu.2018.09.012
Chang, J., Cheng, M., Lin, S., Lin, J. (2021). Exploring students’ translation performance and use of intermediary representations among multiple representations: Example from torque and rotation. Teaching and teacher education. 97. https://doi.org/10.1016/j.tate.2020.103209
Ready to apply multiple representations to your teaching? Here are some ideas and strategies to get you started:
List ideas or strategies for application and outline of implementation steps.
Invest some time to create advance organizers for some of your class activities, lectures, or independent reading.
EXPLORE | LISTEN | WATCH | READ |
Multiple Means of Representation (College STAR) UDL GuIdelines (CAST) | Multiple Means of Representation (Jennifer Cronk) | UDL Principle One: Multiple Means of Representation (Texas Education Agency) | Universal Design for Learning: Representation and Science Content (Finnegan & Dieker) |