1. www.virtualclassescentre.com1 ALIGNMENT OF COGNITIVE PSYCHOLOGY, MULTIPLE INTELLIGENCES, INSTRUCTIONAL DESIGN, & VIRTUAL CLASSES “ Multiple Intelligences Instructional Design Framework for Virtual Classes” 228995 - CP -1-2006-1- IE - MINERVA – MPP Dave Madden, Blended Learning Design Project Partner ALIGNMENT OF COGNITIVE PSYCHOLOGY, MULTIPLE INTELLIGENCES, INSTRUCTIONAL DESIGN, & VIRTUAL CLASSES “ Multiple Intelligences Instructional Design Framework for Virtual Classes” 228995 - CP -1-2006-1- IE - MINERVA – MPP Dave Madden, Blended Learning Design Project Partner

2. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com2 Partners

3. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com3 Background and Objectives  Identify MI \ ID principles for VCs  Enable each partner to: - design - record - edit - archive its own virtual class  Develop an on-learning resource to improve health and safety in the construction industry  Disseminate results

4. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com4 Cognitive Psychology Key Cognitive Learning Principles: Salient tasks Recognition of prior knowledge Acceptance of the differences between individuals The value of feedback to learners

5. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com5 Cognitive Psychology Key Cognitive Learning Principles: Salient tasks Recognition of prior knowledge Acceptance of the differences between individuals The value of feedback to learners Five General Principles: Constructivism Context Distribution function Social learning

6. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com6 Trends in Instructional Design  The New Paradigm  Higher Order Objectives  Inadequacy of the Atomistic Approach  Learning for Understanding via Multiple Perspectives  Enabling Contexts and Instructional Carriers  Learner Control  Adaptive Learning  Technology-Mediated Learning  Adaptive Learning through Technology

7. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com7 Trends in Instructional Design BloomGagnéAusubelAndersenMerrillReigeluth KnowledgeVerbal informatio n Rote learning Declarat- ive knowledge Remember verbatim Memorize information ComprehensionMeaningfu l learning Remember paraphrased Understand relationships ApplicationIntellectual skill Procedural knowledge Use a generality Apply skills Analysis Synthesis Evaluation Cognitive strategy Find a generality Apply generic skills

8. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com8 Trends in Instructional Design BloomGagnéAusubelAndersenMerrillReigeluth KnowledgeVerbal informatio n Rote learning Declarat- ive knowledge Remember verbatim Memorize information ComprehensionMeaningfu l learning Remember paraphrased Understand relationships ApplicationIntellectual skill Procedural knowledge Use a generality Apply skills Analysis Synthesis Evaluation Cognitive strategy Find a generality Apply generic skills

9. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com9 Trends in Instructional Design  The New Paradigm  Higher Order Objectives  Inadequacy of the Atomistic Approach  Learning for Understanding via Multiple Perspectives  Enabling Contexts and Instructional Carriers  Learner Control  Adaptive Learning  Technology-Mediated Learning  Adaptive Learning through Technology

10. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com10 Trends in Instructional Design Entry pointIntelligence Quantitative/numerical: use statisticsLogical Existential: present the issue philosophicallyIntrapersonal / natural Social: use teams, collaborations and role playInterpersonal Aesthetic: – use works of art to introduce contentVisual / musical Kinaesthetic: provide hands-on opportunitiesBodily Narrational: use storyLinguistic

11. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com11 Trends in Instructional Design  The New Paradigm  Higher Order Objectives  Inadequacy of the Atomistic Approach  Learning for Understanding via Multiple Perspectives  Enabling Contexts and Instructional Carriers “Such vehicles, linguistic or filmic, feature protagonists, conflicts, problems to be solved, goals to be achieved, and tension aroused and, often, allayed.” (Gardner, H. Intelligence Reframed, p.81)

12. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com12 Trends in Instructional Design  The New Paradigm  Higher Order Objectives  Inadequacy of the Atomistic Approach  Learning for Understanding via Multiple Perspectives  Enabling Contexts and Instructional Carriers  Learner Control  Adaptive Learning  Technology-Mediated Learning  Adaptive Learning through Technology

13. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com13 Multiple Intelligences

14. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com14 Lively Lads In Ireland Make Very Bad Noodles Multiple Intelligences

15. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com15 ‘Jagged’ MI profile MIs that can be developed Personalisation as a goal Multiple Intelligences

16. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com16 Multiple Intelligences Gardner / Jonassen suggested instructional model:  Constructivist  Learning for in-depth understanding  Empowerment of the learner  Demanding facilitative role for the teacher  Terminology like ‘classify’, ‘analyse’ ‘predict’, ‘create’  Learners’ responses driving programmes  Peer and instructor/educator dialogue  Experiences that engender discussion / contradiction

17. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com17 Virtual Classes Background of:  Growth in distance and online learning  Constructivism  Communities of Practice context

18. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com18 Virtual Classes Background of:  Growth in distance and online learning  Constructivism  Communities of Practice context Design guidelines:  ownership and a shared vision  interaction through collaboration; regular feedback  Authentic tasks; reflective activities  Iterative evaluation; varied assessment

19. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com19 What now? Nice:  Consolidate design principles and features  Determine technological specification  Define training need  Design and storyboard content  Build a prototype class  Write assessments

20. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com20 Beyond Nice:  Produce VCs, ‘round robin’, using action research Nice:  Consolidate design principles and features  Determine technological specification  Define training need  Design and storyboard content  Build a prototype class  Write assessments What now?

21. MI \ ID Framework for Virtual Classes www.virtualclassescentre.com21 Ceisteanna? Thanks!