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

Abstract

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.

A Review of Semantic Application of MI Theory and Effects for Teacher Training

“…Specifically, the persuasive impact of "high-quality" and "low-quality" subjective evidence was found to be equivalent when compared in terms of their influence on participants' opinions. Considering the findings of McNamee et al [18], this conclusion could offer further rationale for the widespread appeal of MI theory among pre-service educators. The possibility also exists that it could provide support for the contentions of individuals who posit that the Multiple Intelligences theory lacks a solid scientific foundation and, therefore, does not effectively explain the diverse array of intelligences that are present.…”