  Spatial visualisation skills and interpretations are critical in the design
professions, but traditionally difficult to effectively teach. Visualization
and multimedia presentation studies show positive improvements in learner
outcomes for specific learning domains. But the development and translation of
a comparative visualization pedagogy between disciplines is poorly understood.
This research seeks to identify an approach to developing comparable multimodal
and interactive visualizations and attendant student reflections for curriculum
designers in courses that can utilize visualizations and manipulations. Results
from previous use of comparative multimodal visualization pedagogy in a
multimedia 3D modelling class are used as a guide to translation of pedagogy to
architecture design. The focus is how to guide the use of comparative
multimodal visualizations through media properties, lesson sequencing, and
reflection to inform effective instruction and learning.
