NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888504
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1544-0389
E-Learning, Multiple Intelligences Theory (MI) and Learner-Centred Instruction: Adapting MI Learning Theoretical Principles to the Instruction of Health and Safety to Construction Managers
McNamee, Paul; Madden, Dave; McNamee, Frank; Wall, John; Hurst, Alan; Vrasidas, Charalambos; Chanquoy, Lucile; Baccino, Thierry; Acar, Emrah; Onwy-Yazici, Ela; Jordan, Ann
Journal of College Teaching & Learning, v6 n2 p49-58 Mar-Apr 2009
This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983). The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been implemented successfully in a wide array of traditional educational settings. Nonetheless, very little research has been carried out on developing frameworks for elevating MI into an e-learning environment. Specifically, the project hopes to adapt and utilize MI theoretical learning principles to create a virtual class specifically designed for instructing health and safety to construction managers. This paper explores the emerging principles from both theory and practice in order to identify the appropriate methodology for the successful incorporation of MI based instructional techniques in the virtual class design. Guidelines are provided on how the MI concept of "entry points" can best be adapted for the specific learners (in this case construction managers) and class content (in this case health and safety). Of particular concern to this papers examination of "entry points" is the potential for the deployment of intelligence profiling research to create a class tailor-made for construction managers while simultaneously adaptive to each learners individual needs. Emerging from this analysis, the paper will provide core recommendations including how to create problem based instructional activities that are directly related to both the participant's intelligence strengths and to the class content. (Contains 4 tables.)
Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A