DeFT: A Conceptual Framework for Considering Learning with Multiple Representations

Autor/in	Ainsworth, Shaaron
Titel	DeFT: A Conceptual Framework for Considering Learning with Multiple Representations
Quelle	In: Learning and Instruction, 16 (2006) 3, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2006.03.001
Schlagwörter	Cognitive Processes; Constructivism (Learning); Educational Theories; Heuristics; Performance Factors; Literature Reviews; Psychometrics; Novelty (Stimulus Dimension); Shift Studies; Research Needs + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Educational theory; Theory of education; Bildungstheorie; Heuristik; Leistungsindikator; Psychometry; Psychometrie; Schichtunterricht; Forschungsbedarf
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10