Interactive Law Encoding Diagrams for learning and instruction

Law Encoding Diagrams (LEDs) appear to be effective for learning and instruction, because they make the underlying relations of a domain more readily accessible than do traditional representations. Two systems of interactive computer based LEDs are described. The empirical evaluation of one system is reviewed. The potential of LEDs is analysed in terms of how they support different classes of activities that can be done with notation systems (Kaput, 1992). Implementing LEDs as interactive computer based representations alleviates some of the potential difficulties of using them for learning. Strategies for effective learning with LEDs are discussed.