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Multiple Intelligence Applied to On-Line Learning

Multiple Intelligence Applied to On-Line Learning. A Group Four Presentation. Members: Mona Carson Michael Groccia Verla Kyer Allan Meyer Linda Ripley Lois Stanberry. By the end of this presentation, you will be able to: . Define in simple terms eight different forms of intelligence.

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Multiple Intelligence Applied to On-Line Learning

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  1. Multiple IntelligenceApplied to On-Line Learning

  2. A Group Four Presentation • Members: • Mona Carson • Michael Groccia • Verla Kyer • Allan Meyer • Linda Ripley • Lois Stanberry

  3. By the end of this presentation, you will be able to: • Define in simple terms eight different forms of intelligence. • Identify the strength and weaknesses of the 8 different Multiple intelligences (MI). • Define the 5 moments of learning described by Conrad Gottfredson. • Determine which MI would thrive in the on-line learning environment. • Determine which MI would wallow in the on-line learning environment.

  4. Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence. Theory of Multiple Intelligence

  5. Your Task • Please click on link below to complete an on-line quiz to determine where your MI strengths and weaknesses are. www.acceleratedlearning.com/method/test_your_style.html

  6. Review: Multiple Intelligences • The Web Quiz that you have just taken to determine your individual learning style is based on Howard Gardner's Multiple Intelligence Theory. • Let’s review the eight different types of intelligence referred to in this theory.

  7. Multiple Intelligences • Linguistic intelligence • Logical-mathematical intelligence • Musical intelligence • Bodily-kinesthetic intelligence • Spatial intelligence • Interpersonal intelligence • Intrapersonal intelligence • Naturalist intelligence • Source:www.infed.org/thinkers/gardner.htm

  8. Linguistic Intelligence • Involves sensitivity to spoken and written language • The ability to learn languages, and to use language to accomplish certain goals • The ability to effectively use language to express oneself rhetorically or poetically • The use of language as a means to remember information • Examples: Writers, poets, lawyers and speakers

  9. Logical-mathematical Intelligence • Consists of the capacity to analyze problems logically • Carry out mathematical operations, and investigate issues scientifically • In Howard Gardner's words, • “It entails the ability to detect patterns, reason deductively and think logically”. • Most often associated with scientific and mathematical thinking • Examples: Scientists, engineers, computer programmers, researchers, accountants

  10. Musical Intelligence • Involves skill in the performance, composition, and appreciation of musical patterns • Encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. • According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence • Examples: musician, disc jockey, singer, composer

  11. Bodily-kinesthetic Intelligence • Entails the potential of using one's whole body or parts of the body to solve problems • Ability to use mental abilities to coordinate bodily movements • Howard Gardner sees mental and physical activity as related • Examples: Athletes, physical education teachers, dancers, actors, firefighters, artisans

  12. Spatial Intelligence • Involves the potential to recognize and use the patterns of wide space and more confined areas • The interpretation and creation of visual images • Pictorial imagination and expression • Understanding relationship between images and meanings • Examples: navigators, sculptors, visual artists, inventors, architects

  13. Interpersonal Intelligence • Is the capacity to understand the intentions, motivations and desires of other people • It allows people to work effectively with others • Examples of people that would need this to be well developed • Examples: Educators, salespeople, religious and political leaders

  14. Intrapersonal Intelligence • The capacity to understand oneself • To appreciate one's feelings, fears and motivations • In Howard Gardner's view • “involves having an effective working model of ourselves and to be able to use such information to regulate our lives” • Examples: Researchers, theorists, philosophers

  15. Naturalist Intelligence • Enables human beings to recognize, categorize and draw upon certain features of the environment • Combines a description of the core ability with a characterization of the role that many cultures value • Examples: Veterinarian, Forest Ranger

  16. Group #4’s MI chart.

  17. On Line Learning • Now that we know where are strengths and weakness lie……… • We need to learn some thing about where we are, “on line” • Time for an expert!

  18. Conrad Gottfredson • Dr. Conrad A. Gottfredson has devoted his life to improving the life conditions of people, communities and nations through education. His Ph.D. in Instructional Psychology and Technology has provided him the opportunity to pursue this life goal in a 25-year private consulting practice where he has helped governments, non-profits, and multi-national organizations wisely employ emerging technologies and methodologies to help people achieve personal and organizational goals.

  19. Conrad Gottfredson He has pioneered methodologies for developing and delivering learning at the moment of need to those who need it, when they need it, in the language and form they require, from a single source of content. His many years of experience in business and academia combined with his unique collaborative consulting style have helped him develop simple, practical solutions to the common challenges facing organizations at all levels. http://www.blogger.com/profile/10764862654991032319

  20. The Modern Learning Dilemma • A Carnegie Mellon University Study stated in 2006 employees would need to retain 6-10% of the knowledge required to do their jobs. http://www.xyleme.com/podcasts/archives/7

  21. The Modern Learning Dilemma • This means that 90% or more of the required information must be available to the worker/learner at any time. • How is this possible? http://www.xyleme.com/podcasts/archives/7

  22. Gottfredson’s Solutions • Along with his colleague, Robert Mosher, he suggests that 90% of learning should be available on line and • That all online learning would be self directed (taking the learning out of the classroom).

  23. Problem We don’t all learn the same!

  24. Gottfredson’s Solutions • Dr. Gottfredson research focused on ….. • People’s learning needs, and • Matching these needs to their most effective delivery method.

  25. Gottfredson’s Solutions • He theorized that there were “Five moments of Learning Needs” • They are……………………

  26. Moments of Learning Needs When learning for the first time. When learning more. When remembering and/or applying what’s been learned. When things go wrong. When things change. http://www.xyleme.com/podcasts/archives/7 26

  27. Delivery Methods When learning for the first time. Instructor based training Web based training Performance support Electronic Support system When learning more. Instructor based training Web based training Performance support Electronic Support system 27

  28. Delivery Methods When remembering and/or applying what’s been learned. Performance support Electronic Support system When things go wrong. Performance support Electronic Support system When things change. Performance support Electronic Support system 28

  29. Moments of Learning Needs • Note: only two Learning needs require training: • When learning for the first time. • When learning more.

  30. Moments of Learning Needs • Other three learning needs, only support is provided • Learner decides if and when to request support

  31. Where does this leave us? • As a On Line learning group we are either: • Learning more. • Learning for the first time. Or • Delivery methods employed to learn: • Instructor based training • Web based training • Performance support • Electronic Support system

  32. Where does this leave us? • However as individual learners we also fall into the remaining three Learning Moment Needs: • When remembering and/or applying what’s been learned. • When things go wrong. • When things change. • Delivery methods employed to learn: • Performance support • Electronic Support system

  33. Applying Theories • The obvious question that comes to mind is: • How do these theories apply to us?

  34. How do these theories apply to us? • As Online Learning is rapidly becoming the new style of learning, our group wondered… • Which learning style would succeed? • Which learning style would struggle? • What can be done to help those who will struggle? • Can we blend the theories to suit our needs?

  35. Our Findings! • When learning for the first time: • Overall, this method of learning was distracting and frustrating! • We found we kept searching where to look for help. • There was a need to go back over the material several times in a step-by-step basis. • At times it seemed more of “How to use the Web self study course” as opposed to an Online “Adult Learning Course”.

  36. Our Findings! • When learning more: • Videos provided on this site were okay but; • The group found it frustrating having to go back and forth between applying the information on the actual site, and having to view the video for a second or third time in order to fully understand what was being explained.

  37. Our Findings! • When remembering or applying: • The method of delivery for basic information was satisfactory, however; • Most would have prefer someone showing them the more complicated applications. • Again, this became very frustrating when you had to flip back and forth between instructions and material

  38. Our Findings! • When things go wrong: • Most agreed there was a need to continuously return to instructions to determine what was required to get back on track. • Some felt help was lacking, as they were accustomed to a help desk or colleagues to assist when things do not work out.

  39. Group 4 findings! • When things change: • No changes have occurred, however; • The consensus is that if changes occurred on this site, we would need to relearn everything again and/or seek help from others. • Some also acknowledged it might cause them serious problems.

  40. Blending Theories • Our group also looked at blending Multiple Intelligence Theory with Moments of Learning Needs Theory. • Specifically, which form of intelligence applied to which learning moment would succeed or be a struggle. • Our conclusions……………………

  41. MI matched to moments of learning • When Learning for the first time • Succeed: Visual, Logical • Struggle: Interpersonal, Musical • When Learning More • Succeed: Intrapersonal, Linguistic • Struggle: Interpersonal, Musical

  42. MI matched to moments of learning • When Remembering or Applying • Succeed: Visual, Logical, Intrapersonal • Struggle: Interpersonal, Musical, Bodily • When Things go Wrong • Succeed: Visual, Logical • Struggle: Interpersonal, Musical, Naturalistic • When Things Change • Succeed: Logical, Visual • Struggle: Interpersonal, Musical, Naturalistic

  43. How to lessen the Struggle! • Certain types intelligence tend to have more of a struggle with Online learning, what can be done to lessen this struggle…

  44. Solutions for Struggling MI’s • INTERPERSONAL: • People with this intelligence like to communicate and work with other people. • Ways to have them be more successful in on-line learning: • Use of chat rooms, • Email between learners, • Wiki sites, discussion sites • use of simulations involving two or more people • Based on our Group’s MI Chart, 3/6 in our group had this as in their fifth or lower intelligence.

  45. Solutions for Struggling MI’s • MUSICAL: • These people would struggle through the whole process. They think in musical terms, can distinguish between sounds, and like to create music. • Ways to have them be more successful in on-line learning: • Wave files with music • Having a presentation that requires the recording of sound. • Based on our Group’s MI Chart, 3/6 in our group had this as their fifth or lower intelligence

  46. Solutions for Struggling MI’s • NATURALISTIC: • likes to be in touch with their natural surroundings. • Would struggle in two areas: • When thing go wrong • When things change • Ways to have them be more successful in on-line learning: • Usereal images of the world for comparison studies • Put pictures of the natural world on the site to keep the learner interested. • Based on our Groups MI Chart, 4/6 in our group has this as their sixth or lower intelligence.

  47. Solutions for Struggling MI’s • BODILY: • This intelligence likes to use their body or parts of their body to solve a problem or create something. • With the tactile element to on line learning these people may due well. • Where they would struggle would be in the remembering stage. • Ways to have them be more successful in on-line learning: • use a mouse, keyboard or touch window technology. • Based on our Group MI Chart 4/6 in our group has this as their seventh or lower intelligence.

  48. Who would Succeed? • The MI’s that we felt would have the greatest probability of success in Online learning are: • INTRAPERSONAL • LINGUISTIC • VISUAL • LOGICAL • For each Moment we only included the top two or three most likely to succeed, • So all of these intelligences might be successful at any of the 5 Moments.

  49. Thank you for your time. • Mona Carson • Michael Groccia • Verla Kyer • Allan Meyer • Linda Ripley • Lois Stanberry

  50. References • Florida Information Resource Network. Multiple Intelligences and Technology. (1995) Retrieved from http://www.angelfire.com/de2/dalick/researchMI.htm#integration • http://www.xyleme.com/podcasts/archives/7 • Accelerated Learning Systems Limited. What Is My Learning Style? (2001) Retrieved from www.acceleratedlearning.com/method/test_your_style.html • The encyclopedia of Informal Education. Howard Gardner and multiple intelligences (2008) Retrieved from www.infed.org/thinkers/gardner.htm • About Me (n.d.) Retrieved from http://www.blogger.com/profile/10764862654991032319

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