alignment of cognitive psychology, multiple intelligences, instructional design, &

www.virtualclassescentre.com 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

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


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes PartnersPartners


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Background and ObjectivesBackground 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


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Cognitive PsychologyCognitive Psychology

Key Cognitive Learning Principles:• Salient tasks

• Recognition of prior knowledge

• Acceptance of the differences between individuals

• The value of feedback to learners


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Cognitive PsychologyCognitive 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


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Trends in Instructional DesignTrends 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



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

AnalysisSynthesisEvaluation

Cognitive strategy

Find a generality

Apply generic skills



The New Paradigm





Learner Control

Adaptive Learning





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



The New Paradigm





“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)



The New Paradigm





Learner Control

Adaptive Learning




MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Multiple IntelligencesMultiple Intelligences


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes

• Lively

• Lads

• In

• Ireland

• Make

• Very

• Bad

• Noodles

Multiple IntelligencesMultiple Intelligences



• ‘Jagged’ MI profile

• MIs that can be developed

• Personalisation as a goal

Multiple IntelligencesMultiple Intelligences


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Multiple IntelligencesMultiple 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


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Virtual ClassesVirtual Classes

Background of:

Growth in distance and online learning

Constructivism

Communities of Practice context


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes Virtual ClassesVirtual 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


MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes What now?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

Nice:

Consolidate design principles and features

Determine technological specification

Define training need

Design and storyboard content

Build a prototype class

Write assessments

What now?What now?



Ceisteanna?

Thanks!Thanks!

alignment of cognitive psychology, multiple intelligences, instructional design, &

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