DeFT: A conceptual framework for considering learning with multiple representations Export

@article{citeulike:669033, abstract = {Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representation and constructivist theories of education. It proposes that the effectiveness of multiple representations can best be understood by considering three fundamental aspects of learning: the design parameters that are unique to learning with multiple representations; the functions that multiple representations serve in supporting learning and the cognitive tasks that must be undertaken by a learner interacting with multiple representations. The utility of this framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, revealing under-explored areas of multi-representational research and pointing forward to potential design heuristics for learning with multiple representations.}, author = {Ainsworth, Shaaron}, citeulike-article-id = {669033}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.learninstruc.2006.03.001}, citeulike-linkout-1 = {http://www.sciencedirect.com/science/article/B6VFW-4JXPS4C-1/2/674d9e5ed47f7a90551606d4f2923ff9}, doi = {10.1016/j.learninstruc.2006.03.001}, journal = {Learning and Instruction}, keywords = {framework, lernen, mers, repraesentation}, month = {June}, number = {3}, pages = {183--198}, posted-at = {2009-09-29 08:58:14}, priority = {2}, title = {DeFT: A conceptual framework for considering learning with multiple representations}, url = {http://dx.doi.org/10.1016/j.learninstruc.2006.03.001}, volume = {16}, year = {2006} }

TY - JOUR ID - citeulike:669033 L3 - citeulike-article-id:669033 N2 - Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representation and constructivist theories of education. It proposes that the effectiveness of multiple representations can best be understood by considering three fundamental aspects of learning: the design parameters that are unique to learning with multiple representations; the functions that multiple representations serve in supporting learning and the cognitive tasks that must be undertaken by a learner interacting with multiple representations. The utility of this framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, revealing under-explored areas of multi-representational research and pointing forward to potential design heuristics for learning with multiple representations. IS - 3 JF - Learning and Instruction EP - 198 TI - DeFT: A conceptual framework for considering learning with multiple representations VL - 16 SP - 183 KW - framework KW - lernen KW - mers KW - repraesentation AU - Ainsworth, Shaaron PY - 2006/06// UR - http://dx.doi.org/10.1016/j.learninstruc.2006.03.001 ER -