Abstract:

The use of Multiple Representations (MR) constitutes a powerful strategy in the educational field, in particular, to present abstract themes or phenomena not perceivable through our senses. Studying a subject under two or more ways of representing it, promotes in students to mobilize their knowledge to establish the correspondences and equivalences between these representations, favouring the understanding of the object or phenomenon.

Various forms of representation (diagram, graph, concept or mind map, equation, video, animation, simulation, photography, comic, infographic), mediated by technology, promote learning situations and dynamic activities in the classroom (Ainsworth, 2008). Each representation addresses different aspects of the object or phenomenon, and its selection depends on the characteristics and properties of the object being analyzed.

The cognitive implications that the student has to apply to transform the information from one representation to another (an activity called "recoding") implies processing, categorizing, coding, and interpreting the information according to situational demands and personal goals (Álvarez, 2014), for form concepts and achieve meaningful learning.

This paper describes the topic "Strategies for the recoding of information with ICT", from the International Diploma in Innovation in University Teaching-2020, of 136 hours, with 170 professors from a Mexican and a Chilean university. As part of this topic, teachers were asked to generate two representations with different modalities of the same concept, reviewed in the classroom, with two different technological tools, and send the document with their representations through the platforms used in the Diploma. The participants had to indicate the educational objective of their proposal and justify the equivalence or complementarity of the modalities of representation.

The activity had two primary purposes:
a) That teachers perceive the importance of different representations of the same concept, to favour their understanding of students.
b) Identify and characterize the MR modalities used as a teaching strategy in the subjects they teach, as well as the technological resources used.

The activity was evaluated by rubric with the criteria:
a) Clarity of the educational objective of the representations;
b) Justification of the relationship between both representations;
c) Modalities of representation;
d) Use of technological tools.

Support materials and technological tools to generate the representations were presented.
We select Words (Concepts) and Semantic Units as the central recording units of the MR Content Analysis.
Among the modalities most used by teachers, concept maps, mind maps, infographics and comics were identified; As technological tools were PowerPoint, CmapTools, Genially, Piktochart and Pixton.

References:
[1] Álvarez Tamayo, O.D., (2014). Las representaciones múltiples como estrategia didáctica en el ejercicio docente. En Arboleda Aparicio (Ed.). La Tarea de Educar. (pp. 51-65). Colombia: REDIPE.
[2] Ainsworth, S. (2008). The Educational Value of Multiple-representations when Learning Complex Scientific Concepts.Chapter 9. In: Gilbert J.K., Reiner M., Nakhleh M. (eds) Visualization: Theory and Practice in Science Education. Models and Modeling in Science Education, 191-208. Vol 3.Springer, Dordrecht.

Keywords:

Multiple representations, Information encoding, Information and Communication Technologies, Teaching practice.