{"id":82,"date":"2024-06-29T01:29:16","date_gmt":"2024-06-29T01:29:16","guid":{"rendered":"https:\/\/openbook.ums.edu.my\/pushstartoerandioerforeducators\/chapter\/representation\/"},"modified":"2025-06-10T01:43:10","modified_gmt":"2025-06-10T01:43:10","slug":"representation","status":"publish","type":"chapter","link":"https:\/\/openbook.ums.edu.my\/pushstartoerandioerforeducators\/chapter\/representation\/","title":{"raw":"Representation","rendered":"Representation"},"content":{"raw":"

Multiple means of representation<\/strong>\u00a0is about providing learners various ways to access and engage with course materials and information. In its simplest form, this could mean offering textbooks in audio or multimedia formats. This principle also refers to how students comprehend information in different forms, such as decoding syntax, vocabulary, notation, symbols, and disciplinary language. The goal is to support students in using multiple representations and developing fluency in traversing across them. Offering flexibility in presenting information also acknowledges differences in how learners comprehend and perceive information. For example, students with visual impairment may find print materials inaccessible, and students with diverse language, cultural backgrounds, and access needs may encounter barriers to information when\u00a0educa<\/span>tor<\/span>s assume common backgrounds. In a learning environment that applies this principle, material and content are presented in a variety of ways at the outset.<\/p>\r\n

The principle also includes pedagogical approaches to a topic or concept. An\u00a0educa<\/span>tor\u00a0<\/span>could decide to give a concept overview (lecture) followed by an example and an application of the concept through an in-class exercise. Other examples of approaches include statistics, case studies, and expert opinion. If one approach is ineffective, a different approach may work better.<\/p>\r\n \r\n\r\nClick the \u2018info\u2019 button for more information.\r\n\r\n[h5p id=\"21\"]\r\n\r\n \r\n\r\nFor a more detailed view, watch the video linked here.\r\n\r\nhttps:\/\/youtu.be\/9TVKGvnGPoA?list=PLEVdYHEH5JvMbG5R32VRYtKJIRhWoui4g\r\n\r\n \r\n\r\nUniversal Design for Learning (Part 4): Representation Strategies\u00a0<\/a>\u00a9 2017\u00a0by\u00a0Center for Excellence in Teaching and Learning at OU\u00a0<\/a>is licensed under\u00a0CC BY 4.0<\/a>\r\n\r\n

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Multiple means of representation<\/strong>\u00a0is about providing learners various ways to access and engage with course materials and information. In its simplest form, this could mean offering textbooks in audio or multimedia formats. This principle also refers to how students comprehend information in different forms, such as decoding syntax, vocabulary, notation, symbols, and disciplinary language. The goal is to support students in using multiple representations and developing fluency in traversing across them. Offering flexibility in presenting information also acknowledges differences in how learners comprehend and perceive information. For example, students with visual impairment may find print materials inaccessible, and students with diverse language, cultural backgrounds, and access needs may encounter barriers to information when\u00a0educa<\/span>tor<\/span>s assume common backgrounds. In a learning environment that applies this principle, material and content are presented in a variety of ways at the outset.<\/p>\n

The principle also includes pedagogical approaches to a topic or concept. An\u00a0educa<\/span>tor\u00a0<\/span>could decide to give a concept overview (lecture) followed by an example and an application of the concept through an in-class exercise. Other examples of approaches include statistics, case studies, and expert opinion. If one approach is ineffective, a different approach may work better.<\/p>\n

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Click the \u2018info\u2019 button for more information.<\/p>\n

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