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Understanding
multiple intelligences in online learning
One of the great breakthroughs in educational psychology has been
the discovery of multiple intelligences. Thanks to the brilliant
work of Professor Howard Gardner of Harvard University we now know
that not everyone is intelligent in the same way; people think and
learn in different ways. So, what are multiple intelligences and
how can we apply the theory to online learners?
Gardner’s multiple intelligence model
As we know, Intelligence Quotient or IQ is the traditional way of
thinking about intelligence including mathematical, spatial, linguistic
and logical abilities. People with high IQs do well in educational
systems that are set up and designed to reward their abilities.
However, not everyone has a high IQ and the challenge for educators
is to help all students to identify ‘how they are intelligent’.
Gardner defined seven intelligences in the early
1980s:
- Mathematical/Logical e.g. maths,
science, problem solving
- Linguistic e.g. words, spelling,
writing
- Spatial/Visual e.g. pictures,
shapes, design
- Musical e.g. playing instruments,
singing, writing music
- Interpersonal e.g. being good
with people
- Intrapersonal e.g. understanding
and managing yourself
- Bodily/Physical e.g. sport, dancing,
cooking
Since then he has identified a further ability that he believes
deserves to be called intelligence:
8. Naturalist e.g.
recognising patterns in nature and classifying objects.
How does online learning support multiple
intelligences?
One of the brilliant things about online learning is that it can
appeal to students’ many different intelligences. When we
are designing courses and learning environments we spend a lot of
time thinking about how to appeal to students’ multiple intelligences.
Here are some examples of how design technology and online learning
content/activities can work together to support multiple intelligences:
| Design technology/medium |
Description of students’ activity |
Gardner’s Multiple Intelligence 1 |
Discussion group – threaded discussions
Café area – socialisation area
|
Discussions: Develop a list of discussion questions to discuss
with a student peer |
Linguistic
Interpersonal
|
| Telephone |
Simulations: Create a logical sequence to sell a product,
address a customer etc. |
Logical/Mathematical
Interpersonal
|
| Use colour to distinguish main Sessions and topics and to
denote instructions to learners |
Project work: Encourage use of colour, concept maps and diagrams
to explain ideas. |
Spatial/Visual |
| Embedded mouseovers, click and drag, print, drop-down lists |
Computer inputs: Quizzes, multi-Qs, keyboard inputs |
Bodily/Physical |
Sound inputs and outputs
Telephone
|
Aural activities: Listening activities including simulated
telephone calls |
Musical |
Discussion group, messaging system, café area
|
Peer review: Use the discussion group to share experiences
with peers |
Interpersonal |
| Input text into an text area and print it
as part of a portfolio of evidence. |
Reflection: Opportunities to think about their own experience
throughout the Sessions. |
Intrapersonal |
How can tutors support multiple intelligences?
Creating Careers’ Reach programme includes
a questionnaire based on Howard Gardner’s Multiple Intelligences
Model. Students at participating colleges complete an online questionnaire
to help them to reveal their preferred intelligences and to use
the information to identify the learning methods that best suit
them. The challenge for tutors is then to find ways, for example,
of teaching maths or IT to someone with a musical intelligence.
It can be done and the Reach programme gives tutors lots of ideas
how.
Howard Gardner (1993) Frames of Mind: The Theory of Multiple
Intelligences
Ideas you could use with your students
| Multiple Intelligences |
Adapt your feedback to suit
the personal abilities or learning styles of individuals.
Listen to a student’s new idea on the phone.
Send an email introducing yourself.
Encourage the use of visual models for representing information
in assessed work, such as concept maps and flow charts.
Suggest students use colour in assessed work.
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