"The Power of Multimodal Design" (Consideration 2.5)

There's a reason your students sometimes experience that all-important lightbulb moment when they're looking at your whiteboard. In this episode of the UDL Guidelines podcast, we'll consider dual coding theory and examine why our brains are wired to process information through both visual and verbal channels. We'll cover practical ways to present key concepts in multiple formats so that you're enhancing learning rather than creating cognitive overload. Whether you're redesigning a course or just looking to make your teaching materials more accessible, this episode will provide you with practical strategies that you can use to implement Universal Design for Learning in your own work.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

Resources

CAST. (2024). Illustrate through multiple media. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/representation/language-symbols/multiple-media/

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210. https://doi.org/10.1007/BF01320076

Mayer, R. E. (2019). How multimedia can improve learning and instruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of multimedia learning (2nd ed., pp. 460-479). Cambridge University Press. https://doi.org/10.1017/9781108235631.019

Smith, M. (2016, November 17). Dual coding: Can there be too much of a good thing? The Learning Scientists. https://www.learningscientists.org/blog/2016/11/17-1

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

Chapters

• 0:24 Introduction
• 0:59 What is It?
• 1:30 Why Do It?
• 2:13 How to Do It?
• 3:55 Essential Factors
• 5:39 Summary
• 6:24 Conclusion

Transcript

Welcome to UDL Guidelines. This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. I'm Dr. Brian A. Dixon, and today we're exploring UDL 3.0 Consideration 2.5, “Illustrate Through Multiple Means,” which focuses on providing alternatives—especially illustrations, simulations, images, or interactive graphics—to support comprehending and retaining information.

Dual coding theory suggests that people learn best when information is presented in both visual and verbal formats. The human brain processes information through verbal (linguistic) and visual (non-linguistic) channels. Barriers arise when course materials rely too heavily on text alone. Presenting information in both verbal and visual formats creates two separate representations of the information in the brain, enhancing comprehension and retention.

Why should we do this? When we apply dual coding theory thoughtfully, we're essentially giving every learner multiple ways to connect with the material. Applying dual coding theory to the design of learning experiences leverages the human brain's ability to process information more effectively. A dual coding approach engages learners' verbal and visuospatial processing systems by integrating textual and visual elements. Multimodal strategies enhance four crucial aspects of learning: initial engagement with material, comprehension of new concepts, retention of information in memory, and transfer of knowledge to new contexts.

How can we apply this theory in practice? Here are some suggestions for implementing dual coding in your own work.

First, present key concepts in multiple formats. Adopt multimodal strategies, incorporating illustrations, diagrams, tables, models, videos, comic strips, storyboards, photographs, or animations alongside textual information. The key is thinking beyond just words on a page or screen.

Second, provide graphic organizers. Visual tools such as concept maps, Venn diagrams, and timelines help learners understand relationships between ideas while supporting both visual and verbal processing. A student can see the big picture while considering specific details.

Third, create multimodal assignments. Develop activities and assessments that allow learners to demonstrate their understanding through various media combinations. This honors the fact that people have different strengths and ways of making meaning. Examples include having students create infographics for science concepts, podcasts for literature analysis, or a timeline with images for history.

Lastly, encourage learners to create their own visuals. Support learners in constructing visual representations such as diagrams, mind maps, infographics, and digital media alongside written explanations, fostering active engagement with the content. They're not just consuming information, they're making it their own.

While the UDL 3.0 Guidelines emphasize the importance of illustrating through multiple media to support comprehension and retention of information, effectively implementing dual coding requires careful attention to several key factors.

Avoid simultaneous verbal overload by not presenting written text and spoken words simultaneously. These two forms of information actually compete for the same cognitive channel, which defeats the purpose.

Ensure visual relevance by only using meaningful and relevant images that directly support learning objectives and avoid decorative visuals that add unnecessary cognitive load.

It's important to manage information density by limiting the total amount of information presented simultaneously, even across different modalities, since both visual and verbal channels have capacity limits.

Integrate rather than separate by presenting visual and verbal information closely together instead of having students split their attention between distant sources.

Consider learner expertise by adjusting dual coding strategies to match students' prior knowledge levels, as advanced learners may be limited by the kinds of supports essential for novices.

Make sure to test effectiveness by regularly evaluating if your dual coding approach enhances learning outcomes instead of assuming that more modalities lead to better results.

Finally, consider your workload by starting with small steps. You don't have to transform everything overnight. Start with a plus one solution, test how it works, and gradually expand from there.

Dual coding theory is powerfully aligned with UDL 3.0's commitment to creating inclusive learning environments that honor learner variability. By presenting information through multiple media, we remove barriers that text-heavy materials can create while enhancing comprehension, memory, and engagement for all learners. This approach recognizes that offering multiple representations makes learning more accessible and supports diverse ways of processing and understanding information.

The next time you're designing a learning experience, remember: your learners are already wired to process information through multiple channels, using both words and visuals. Why not engage them both?

Thanks for joining me today as we explored UDL 3.0. Resources and further reading for today's episode can be found in our show notes. If today's episode inspired a change in your teaching practice, we'd love to hear about it. Connect with us at the Goodwin University Institute for Learning Innovation at goodwin.edu.