www.virtualclassescentre.com1 alignment of cognitive psychology, multiple intelligences,...
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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
www.virtualclassescentre.com 2
MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes PartnersPartners
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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
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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
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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
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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
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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
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
www.virtualclassescentre.com 8
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
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
www.virtualclassescentre.com 9
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
www.virtualclassescentre.com 10
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
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
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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
“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)
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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
www.virtualclassescentre.com 13
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
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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
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MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes
• ‘Jagged’ MI profile
• MIs that can be developed
• Personalisation as a goal
Multiple IntelligencesMultiple Intelligences
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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
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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
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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
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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
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MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes
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?
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MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes MI \ ID Framework for Virtual ClassesMI \ ID Framework for Virtual Classes
Ceisteanna?
Thanks!Thanks!