Meaningful Multiple Representations, MultipleSenses & Repetition (MMR-MSR) a systems approach to learning. (F Razo)

Following below is a summary of considerations suggested by widely accepted educational research theory and practices, to support the design and implementation of effective instructional materials and activities. The concepts, framed within a general systems function model, describes areas of cognitive ability which are similar to the main functional blocks of Luria’s Neurophysicological Theory (A.R. Luria) including physical as well as virtual, computer-based materials and activities:

1.- MMR - (M) Meaningfully focused context: The purpose and expectations of the learning exercise should be clear and meaningful to the learner, and unambiguously focused (minimal distractions) by the environments, materials, objects, activities. individual actions and timing in sequences introduced. These should be distinctively strong, understood and affectively embraced by the students in the context of their realities (Situated) and timely opportunities for action offered (Affordance Theory), for most effective, unencumbered (minimalist) learning – (J.J. Rousseau, J. Dewey, J. Bruner, M. Montessori, J. Lave, M.J. Wenger, J. Greeno, J.M. Carroll, D. A. Norman, J. J. Gibson) , (MR) Multiple Representations: Provide proper conceptual support from different , equivalent, comparable or surrogate representations, going from those that use realistic, concrete, clear explicit and faithful replicas and toys of reality for understanding, to those that use abstract, symbolic and implicit objects and processes to suppot the more efficient processes of identification, storage and retrieval of information, and powerful development and mastery of knowledge, due to connected representations of real and relevant environments (Cognitive Science – H.A. Simon).
2.- MSR -- (MS) Multiple Senses involved in simultaneous interactive and repeated stimulation of the body and mind : The more senses involved in properly correlated strong, simultaneous, coordinated stimulation of the mind, the better for the students receiving and processing information within their complex brain structures (Perception and cognition – J.J. Gibson, R.E. Mayer, J. Piaget.) Allowing the learners to participate actively and interactively in the process reinforces their involvement, understanding and ownership (affective) of the knowledge (cognitive) targeted for learning (J. Dewey, J. Piaget, J. Bruner) , (R) Repeated: Appropriate and effective repetition of the experiences should be included, so as to support the complex electrochemical and biological processes involved in the acquisition-generation and long-term retention of desired patterns of knowledge in the body and the brain (Behaviorism – J.B. Watson, B.F. Skinner)

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