ALIGNMENT OF COGNITIVE PSYCHOLOGY, MULTIPLE INTELLIGENCES, INSTRUCTIONAL DESIGN, &

1. 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 www.virtualclassescentre.com

2. Partners www.virtualclassescentre.com

3. 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 www.virtualclassescentre.com

4. Cognitive Psychology Key Cognitive Learning Principles: • Salient tasks • Recognition of prior knowledge • Acceptance of the differences between individuals • The value of feedback to learners www.virtualclassescentre.com

5. 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 www.virtualclassescentre.com

6. 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 www.virtualclassescentre.com

7. Bloom Gagné Ausubel Andersen Merrill Reigeluth Knowledge Verbal information Rote learning Declarat-ive knowledge Remember verbatim Memorize information Comprehension Meaningful learning Remember paraphrased Understand relationships Application Intellectual skill Procedural knowledge Use a generality Apply skills Analysis Synthesis Evaluation Cognitive strategy Find a generality Apply generic skills Trends in Instructional Design www.virtualclassescentre.com

8. Bloom Gagné Ausubel Andersen Merrill Reigeluth Knowledge Verbal information Rote learning Declarat-ive knowledge Remember verbatim Memorize information Comprehension Meaningful learning Remember paraphrased Understand relationships Application Intellectual skill Procedural knowledge Use a generality Apply skills Analysis Synthesis Evaluation Cognitive strategy Find a generality Apply generic skills Trends in Instructional Design www.virtualclassescentre.com

9. 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 www.virtualclassescentre.com

10. Entry point Intelligence Quantitative/numerical: use statistics Logical Existential: present the issue philosophically Intrapersonal / natural Social: use teams, collaborations and role play Interpersonal Aesthetic: – use works of art to introduce content Visual / musical Kinaesthetic: provide hands-on opportunities Bodily Narrational: use story Linguistic Trends in Instructional Design www.virtualclassescentre.com

11. 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) www.virtualclassescentre.com

12. 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 www.virtualclassescentre.com

13. Multiple Intelligences ? www.virtualclassescentre.com

14. Multiple Intelligences • Lively • Lads • In • Ireland • Make • Very • Bad • Noodles www.virtualclassescentre.com

15. Multiple Intelligences • ‘Jagged’ MI profile • MIs that can be developed • Personalisation as a goal www.virtualclassescentre.com

16. 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 www.virtualclassescentre.com

17. Virtual Classes Background of: • Growth in distance and online learning • Constructivism • Communities of Practice context www.virtualclassescentre.com

18. 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 www.virtualclassescentre.com

19. What now? Nice: • Consolidate design principles and features • Determine technological specification • Define training need • Design and storyboard content • Build a prototype class • Write assessments www.virtualclassescentre.com

20. What now? Nice: • Consolidate design principles and features • Determine technological specification • Define training need • Design and storyboard content • Build a prototype class • Write assessments Beyond Nice: • Produce VCs, ‘round robin’, using action research www.virtualclassescentre.com

21. Thanks! Ceisteanna? www.virtualclassescentre.com