Week 6: Online Presentation Support Applications & Tools

Group 4: A vast array of support applications and tools to accompany presentations in the Classroom.


Animations & Simulations:

In any kind of multimodal accompaniment, there is the ability to incorporate computer simulations and animations to further visualise the idea or information being taught.

In a Science lesson in term two of my study this year, the lecturer often included computer animations and simulations of concepts like atoms and molecules in chemicals and materials, the changes in state between solid, liquid, gas and the more complex states, and various other concepts and information that would have been much harder to grasp.

See the application on this webpage to get an idea of what she used:

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=296.0

If Simulations and Animations are so beneficial in the tertiary school setting, they are invaluable in the primary and secondary school setting.

Google Earth & Google Maps:

Questions often arise in the classroom, from learners who like to have the whole picture formed in their head when discussing a topic. This is respective of all subject matter, including maths, the sciences, art and English, sports and social studies. Particularly, in the case of SOSE, Geography and History, it is helpful to have a visual aid to further present the dialogue between teacher an student.

Most classroom have an atlas and globe somewhere in the room. In terms of digital teaching/learning tools - Google Earth and Google Map provides a wonderful technological option for searching and viewing the world in great detail from the  comfortable locality of a classroom, or where ever a student has access to the internet. It encourages the inquisitive and 'explorative' nature of learners to continue learning without any boundaries or informative limitations.

The system works like the ordinary Google search engine style of browsing, and offers suggestions to specify your search as much as possible. The viewer is not limited to one boring view, but can switch between angles, and viewing styles - whether photographic satellite, traffic, weather, terrain, and more. Learners are thoroughly engaged, and are able to navigate easily through the streets, towns, states and countries of the world in seconds.

Google Docs for Collaboration:

As stated in the video below, Google Docs is a clever solution to the problem of an infinite number of drafts, versions and copies of a document, confusion to the most updated or desired copy, and the frustration that goes along with managing them all.

Although it may not be entirely appropriate for early stage learners (yet), Google Docs offers a new and exciting avenue in the classroom, with regards to teaching consultation and the drafting period approaching submitting of assessment pieces. With Google Dos, learners can be totally up to date with the teacher's feedback and guidance on their work - without the worry of losing their draft, not receiving the checked draft from their teacher, etc, etc, etc.
It also incorporates wonderful ICT skills which are not only highly effective and positive skills to have, but are fast becoming essential skills and knowledge for the modern day and future learner. Teachers who strive to incorporate Google Docs and other Online ICTs in their teaching and in student development are doing well in preparing their learners for all round functionality in the 21st Century.

Online Concept Mapping & Online Timelines:

In most situations, digitally producing an image, graph or document is considerably neater, easier to view and understand, and generally more impressive than that which is created by hand. The days of writing with pencil or pen, in a book, notepad, or on loose sheets has gone. In the modern day, computing has replaced the older ways of working, and thus work is a more efficient and, in most ways, more effective process.

Visual Organisers like mind maps for brainstorming, and organizing information chronologically into a timeline have always played a major part in the Educational setting. Today's teacher takes advantage of programs and online applications like Bubbl.us and Text2Mindmap, as well as Dipity, an Online Time-lining program.

https://bubbl.us/

http://www.text2mindmap.com/

http://www.dipity.com/

Programs and Online Applications and Tools like these can greatly increase the engagement of students in the classroom with tasks, maximising participation, and learning outcomes.

Wordle:

Wordle is a simple graphic word cloud generating online program. It is incredible user friendly, and can make the most boring of word maps and word banks exciting to look at!

Imagine how exciting word walls for weekly spelling lists can be. Especially if (for example) learners are responsible for making them on a weekly basis. They would be excited to have their special design on display for the week, and would memorise their word list in the process. The incorporation of this digital tool only has positive results, for both teachers and learners.

http://www.wordle.net/

The program is simple enough for learners as young as year 2 and 3 to use independently. In the case of word banks, the Learning Manager can highlight root words by writing them twice or three times. Wordle will understand that the words which are repeated are more significant, and will increase the font size on them accordingly, without changing the font on the other words. This is a brilliant, fun and easy way to liven up the classroom, and make your learners excited about words!

ZooBurst for Interactive Storyboarding:

ZooBurst is an Online Tool used for 3D Storyboarding. The basic format is for a story or some kind of collection of sequential information to be organised and presented in the form of a 3 Dimensional Digitally Animated book. The look and feel of the tool is fun and engaging, and it is user friendly, as shown in the video below.

http://www.zooburst.com/

As stated in the YouTube video above, it is a "very very cool interface", which can be adapted and modified to appeal to Prep and Lower Primary children, to Higher level learners, and even Academics at the tertiary level of learning. The man in the video later adds "lots of potential for the classroom!". Relatively, learners of all ages can use ZooBurst in their own presentations. Imagine year 2 students presenting a Humpty Dumpty or Little Red Ridinghood book with their own alternative ending. It wouldn't be hard, with ZooBurst and the guidance of their teacher. Higher grades can present their narrative analysis with this tool. And Learning Managers can use it to cleverly illustrate the unfolding of their lesson or plans for the term.

MuseumBox:

Museum Box is an Online Tool for organising and presenting information to an audience: much like that which is exhibited in a museum. The Museum Box is a digital storage space which can be personalised to fit the look and feel you're seeking, which would depend on target audience and subject matter being displayed. See this video below to understand some of the possibilities with Museum Box.

http://museumbox.e2bn.org/

Allowing learners a variety of new, fun and interesting ways of presenting their work always pays off. Using Museum Box is a double positive, as it incorporates web use and ITC skills, appealing to the digital learner and refining their computer skills and abilities. Learning Managers can use the program to engage students to cover new content on a given subject, and in the same way - learners can present their assessment or developmental understanding using the program. Imagine the learners in your class, each slowly building their Museum Box to show the progression and collection of their research.The result of this is maximised participation and learning outcomes with cross-curricula modes of teaching and learning, creating enriched learning experiences.

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon

Week 5: PowerPoints & Prezis

Group 3: Support Tools for Collection & Collation of Multimedia Resources

In this Blog, I will be focusing on the uses, advantages and disadvantages of a two presentation support tools. I will also provide a brief history of the tools, entailing their development and applications in various contexts, and how they are used in the present day. The presentation support tools I have chosen are PowerPoint and Prezi.

PowerPoint

The PowerPoint program was originally designed for Macintosh computers. It was originally called 'Presenter' and was owned by Forethought. In 1987, it was renamed to PowerPoint, because of trade marking problems. Soon after, Microsoft bought the company Forethought, making it their Graphic Business Unit which continued developing the programs. On May 22, 1990 - Microsoft officially launched PowerPoint, along with Windows 3.0.

Upon development of the program over the following decade, PowerPoint gained features like Visual Basic for Applications (which allowed a range of set transitions and effects in a non-linear movie-like style without the need for 'computer programming'), clipboard (which could hold multiple objects). "Another noticeable change was that the Office Assistant, whose frequent unsolicited appearances in PowerPoint 97 (as an animated paperclip) had annoyed many users, was changed to be less intrusive" (I didn't want to paraphrase this, it was perfect the way Wiki wrote it, haha).

PowerPoints have been and are still used in business and educational forums, for presenters. The simple user-friendly program allows even the least technically savvy to put together a quick visual accompaniment to their presentation - whether it be for an oral speech, drama activity, or formal interactive presentation. It is also possible to include photos, audio files, and import videos. The ever-increasing array of effects to put on both slides and objects and text within the slides is fun to play around with, and can make a bland presentation a little more interesting. The slideshow also has a level of adaptability, allowing the presenter to click for the next slide, or to have the slides timed and run automatically.

On the negative-side, there have been numerous complaints regarding the PowerPoint presentation. In the last 5 years, terms and phrases like "Death by PowerPoint" and PowerPoint Hell" have arisen and is often used by views of the presentation who are bored by "bad" PowerPoint presentations. This begs the question, what makes a 'bad' PowerPoint presentation?? 

Bad PowerPoints are the product of silly, pointless or over-the-top effects and transitions put in, with the addition of a presenter simply reading the text word for word off the screen. This is disengaging both audio-graphically, and visually. There is almost a catch 22 situation here, however. It is argued that plonking all of the text and information in a powerpoint is excruciatingly boring for the viewer, and makes for a highly un-engaging, long-drawn-out presentation. On the other hand, there are arguments that "reducing complex issues to bulleted points is detrimental to the decision making process; in other words, because the amount of information in a presentation must be condensed, viewing a PowerPoint presentation does not give one enough detailed information to make a truly informed decision."

It seems that in some ways, with a PowerPoint, you can never win. However, PowerPoint presentations have, and continue to serve as simple, easy to use presentation support tools. There had to be some kind of response to the 'boredom' and 'death' (metaphorically speak, of course) that it often caused in the viewer though! Approaching 2007, an alternative became clear.

Prezi

As defined by Wikipedia, "Prezi is a cloud-based presentation software and storytelling tool for exploring and sharing ideas upon a virtual canvas." The revolutionary concept in this presentation support tool is it's Zooming User Interface. The result is incredibly engaging presentation support which is visually impressive, succinct and simple. Prezi is known for it's "2.5D" space in which the presenter can guide his/her audience through, or the view can direct him/herself. 

The videos above are a quick introduction to what Prezi is about, especially with relation to teachers and educators.. Underneath is another testimonial-styled video with 5 reasons why you should use Prezi instead of PowerPoint.

Wikipedia lists some products and features of Prezi:

Prezi ZUI

The Prezi online and offline ZUI editors feature an unconventional tool palette.

• “Pan & Zoom” Prezi’s panning and zooming navigation give it a more cinematic feel than two-dimensional presentation software.

• The “Prezi Zebra”, named for its striped appearance (Prezi’s logo is a former version of the Zebra) is an object manipulation icon that lets you size, rotate, or edit an object.

• The “Prezi canvas” is an open space upon which the users places and navigates between text, images, videos, and other presentation media.

• A “Frame" is a UI construct that groups presentation media together as a single presentation object.

• A "Path" is a navigational sequence that connects presentation objects for the purposes of structuring a linear presentation.

Prezi Desktop

Prezi Desktop allows Prezi Pro or Edu Pro subscribers to work off-line and create and save their presentations on their own Windows, Mac or Linuxsystems.

Prezi Meeting

Prezi Meeting is an online collaboration feature that allows up to ten people (co-located or geographically separated) to co-edit and show their prezis in real time. Users participate in a prezi simultaneously, and each is visually represented in the presentation window by a small Prezi avatar. Prezi Meeting is included in all license types.

Prezi Viewer for iPad

Prezi Viewer is an app developed for the iPad for viewing prezis created on one's Prezi online account. The iPad touchscreen and multi-touch UI enables users to pan, and pinch to zoom in or out or their prezi media.

Prezi has found a home in business and conference settings, brainstorming, mind-mapping and story-boarding, collaborative design, advertising, eCards, Resumes and Portfolios and YES, even Education! Teachers who are incorporating the exciting, new, visual and technological capabilities of tools like Prezi are greatly increasing the likeliness to appeal to their learner, resulting in higher engagement and participation, and ultimately greater maximising learning outcomes, and preparing our students for a digital age far beyond our own. In closing, here is a Prezi presentation that was created by students in a year 5 class. I can imagine there excitement in creating this, and the satisfaction they would have gotten out of publishing it, and having people watch it and learn from it. What do you think?

Presentations, whether formal or casual, have a consistent presence in education, both on the part of the teacher and learners. There are many presentation forms; most commonly the visual or oral presentation. In this digital age, it has become somewhat primitive to, for example, speak infront of a group of people without some kind of digital media support tool. PowerPoint has provided the last few generations with sufficient visual aid in oral presentations. Teachers and students continue to use this. A program as simple as PowerPoint can be used independently by learners as young as year 1, with some guidance from the teacher, and in any subject. For example, with the use of interactive whiteboards or even a computer and projector, a maths lesson focused on timetables can come to life by simply animating 3 timetables to drop from above the screen into place with every click.

However, in the last 5 years – even PowerPoint has lost a degree of its appeal, with younger and older learners, and teachers as well. One of the newest innovations for digital media presentations is Prezi. As a bright, fun and visually captivating alternative to PowerPoint, Prezi can take any information and make it interesting for learners. Teachers can use the tool to cover a large amount of information, whilst systematically zooming in and out to highlight significant details, or to connect information from somewhere else that is relevant. In the same way, learners can create their own Prezis to present information to the rest of the class, perhaps to accompany an oral presentation. PowerPoint and Prezi are both highly relivant in the classroom, and apply to all subjects.

It is likely that media presentations will continue to progress and there will be newer, more impressive tools in the near future. As teachers, it is not only convenient and effective, but a responsibility to progress and use these tools in teaching. Aside from enhancing learning experiences (which is a primary objective of all teachers), it will prepare them for a digital age far beyond what we, the teachers, might ever know.

References:

Voss, D. (N/A). Points of View: PowerPoint in the Classroom. PowerPoint in the Classroom, Is it Really Necessary? Accessed at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/

Using PowerPoints in the Classroom (2002). Accessed November, at http://www.online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon

Week 4: Podcasts & Videos

Group 2: Multimedia Supports

In this Blog, I will be focusing on the uses, advantages and disadvantages of a few online multimedia devices. I will also provide a brief history of the device, entailing its development and applications in various contexts, and how it is used in the present day. The devices I have chosen are Podcasting and Videos.

Podcasting

Wikipedia defines Podcasting as "a series of digital media files (either audio or video) that are released episodically and often downloaded through web syndication. Web syndication is a form of syndication in which website material is made available to multiple other sites. Most commonly, web syndication refers to making web feeds available from a site in order to provide other people with a summary or update of the website's recently added content. The word replaced webcast in common use with the success of the iPod and its role in the rising popularity and innovation of web feeds."

Although evident on the net as early as 1998, Podcasts began to gain popularity in the public around 2004. Many big faces in media, like radio and TV personalities, were major promulgators of the Podcasting emergency and can be attributed for it's rise into mainstream use. Respectively, Podcasting requires a Podcatcher. A Podcatcher, or podcast client, is a computer program used to download various media via an RSS (RDF site summary) or XML (Extensible Markup Language) feed. In addition to downloading Podcasts, many Podcatchers have the capacity to download videos, news feeds, text an pictures. Some Podcatchers feature automatic downloading to devices, including Portable Music Players (e.g. iPod). Most Podcatchers include a directory of the most sought-after Podcasts, they allow for users to manually subscribe to Podcasts themselves by providing the URL source.

Podcasting, in essence, is an extremely easy concept with amazing capabilities, especially in the field of distance and self education, eLearning and teaching. Universities often take advantage of the ability to Podcast information and content to learners who reside of Campus. Material is easily accessible, reviewable and portable. 

Videos 

Wikipedia defines video as "the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion." In the educational context, videos provide captivating multimodal supports to content which almost literally glues student's eyes to the screen. The highly engaging form of education often exploits elements of colour and action, as well as sound. Viewers are quickly engaged, and motivated to inquisitively seek deeper understandings. 

Teachers have many sources to find and use videos for in-class use, whether online: YouTube, MetaCafe, GoogleVideo, or in hard copy: DVD, Video Tape, etc. When relevant information is located, it is an excellent opportunity to accompany a lesson with a short video to engage, motivate and enrich learning experiences, appealing to the digital learner, and maximising the potential for successful learning outcomes.

In the classroom, there are many opportunities for LMs to use Videos and Podcasting. As with Images, incorporating Videos appropriately into a learning experience can greatly increase the depth of learning outcomes for learners. Videos appeal to a wide range of the multiple intelligences: namely, to Visual, Audiographical and Technological. This means that learning experiences are made richer, more meaningful and, therefore, ensure students maximised learning outcomes. 


With reasonable planning, videos can be used in any area of the Learning Experience, whether at the start to engage, in the middle of the lesson to emphasis a point or illustrate a concept, or at the end to culminate learning. Videos can also be incorporated (with a double edged intention) as a kind of reward for active learners who have finished the expected learning outcomes. This is relative to the Behaviourism theory of learning.

In the same way, Podcasts of video or audio files can be incorporated into lesson plans, or into weekly or termly plans. Learners can stay up to date with study materials and task requirements. This also (and especially) applies to distance and eLearning students. 

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon

Gee, J. P. (2010). New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way Forward [Kindle Edition]. The MIT Press

Martyn, M. (2003). The hybrid online model:  Good practice. Educause Quarterly

Campbell, G. (2005). There’s something in the air: Podcasting in education. Educause Review

Week 3: Blogging

Group 1: Online Technologies & Tools

In this Blog, I will be focusing on the uses, advantages and disadvantages of a particular online technology/tool. I will also provide a brief history of the tool, it's development and applications in various contexts, and how it is used in the present day. The tool I have chosen is Blogging.

The term Blog is derived from "Web Log", and is a type of online source of information that is updated quite frequently by the author or authors. The content and purpose of a blog can range from subjective information sources, to personal online diaries, with commentaries and pictures of the author and his/her travels, and the likes. Often, when an individual is going through a recovery period in hospital, they will maintain a daily or weekly blog - which friends and family can access. There are other situations where people keep a daily or weekly log of what they are doing in a certain place (e.g. a fitness or bodybuilding vlog, etc). Typically, a blog features text, images, links to webpages or other blogs. Some off-shoots of blogging include Microblogging (frequent short posts), and Vlogging (Video Web Logging). Over the years Blogging and Vlogging began to impact the mainstream public, and have strong social and even political influence. It's popularity and use continues to grow.

The Wikipedia article on Blogging identifies 5 types of Blogs:

Personal blogs

The personal blog, an ongoing diary or commentary by an individual, is the traditional, most common blog. Personal bloggers usually take pride in their blog posts, even if their blog is never read. Blogs often become more than a way to just communicate; they become a way to reflect on life, or works of art. Blogging can have a sentimental quality. Few personal blogs rise to fame and the mainstream but some personal blogs quickly garner an extensive following. One type of personal blog, referred to as a microblog, is extremely detailed and seeks to capture a moment in time. Some sites, such as Twitter, allow bloggers to share thoughts and feelings instantaneously with friends and family, and are much faster than emailing or writing.

Corporate and organizational blogs

A blog can be private, as in most cases, or it can be for business purposes. Blogs used internally to enhance the communication and culture in a corporation or externally for marketing, branding or public relations purposes are called corporate blogs. Similar blogs for clubs and societies are called club blogs, group blogs, or by similar names; typical use is to inform members and other interested parties of club and member activities.

By genre

Some blogs focus on a particular subject, such as political blogs, travel blogs (also known as travelogs), house blogs,^[23][24] fashion blogs, project blogs, education blogs, niche blogs, classical music blogs, quizzing blogs and legal blogs (often referred to as a blawgs) or dreamlogs. Two common types of genre blogs are art blogs and music blogs. A blog featuring discussions especially about home and family is not uncommonly called a mom blog and one made popular is by Erica Diamond who created Womenonthefence.com which is syndicated to over two million readers monthly^. While not a legitimate type of blog, one used for the sole purpose of spamming is known as a Splog.

By media type

A blog comprising videos is called a vlog, one comprising links is called a linklog, a site containing a portfolio of sketches is called a sketchblog or one comprising photos is called a photoblog. Blogs with shorter posts and mixed media types are called tumblelogs. Blogs that are written on typewriters and then scanned are called typecast or typecast blogs; see typecasting (blogging).

A rare type of blog hosted on the Gopher Protocol is known as a Phlog.

By device

Blogs can also be defined by which type of device is used to compose it. A blog written by a mobile device like a mobile phone or PDA could be called a moblog. One early blog was Wearable Wireless Webcam, an online shared diary of a person's personal life combining text, video, and pictures transmitted live from a wearable computer and EyeTap device to a web site. This practice of semi-automated blogging with live video together with text was referred to as sousveillance. Such journals have been used as evidence in legal matters.

From an educational point of view, and especially in the case of distance teaching and eLearning, blogging can be a highly effective tool for distributing information. It is highly accessible, and is often highly personable, containing experiential links through the text to information and theoretical premises. Teachers from mid to high primary and secondary schooling could use such a format to provide learning tasks, instructions and accompanying research materials for their learners. The anecdotal quality in blogging adds a certain charm which makes it a pleasure to browse over or read, and genuinely connect with the information and the author LM.

In the same way, students can each have a student-blogger account with which they can create and maintain their own learning journals, frequently updating and personalising them. The LM can observe and assess the learner's progress easily. The LM can also create Blogs which the class users have access to, allowing them to add, amend, summarise information, or bring up questions regarding it. Learners can also create group Blogs, for learning activities and assessment tasks which utilise group work. The LM can monitor what each learner has contributed to the group Blog, and assess the individuals on their progress, and provide guidance accordingly. 

Negatives could include certain legal liability, in the way of defamation when mentioning people in the blog, etc. In an educational context, this is not likely to happen, but things like this must still be considered, with a Learning Manager’s duty of care and responsibility as the student’s guardian.

In summary, blogging, used in the correct way, and with appropriate content, can be highly effective for engaging and maintaining learners of the 21st Century, keeping them entertained and fully immersed in a mode of study which will carry them far beyond the classroom.


References:

Poling, C. (2005) Blog On - Building Communication and Collaboration Among Staff and Students

Ellison, N. & Wu, Y. (2008). Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension. Journal of Educational Multimedia and 

Wiki Activity: Mobile Phones

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Week 2: Learning Theories & Styles

NOTE: Please go straight to the bottom and watch the YouTube video at the end if you do not intend on browsing the whole Blog. The video is entitled "Randy Pausch Last Lecture: Achieving Your Childhood Dreams". It is the last lecture he present before passing away, July 25, 2008.

Learning Theory 

Bahviourism: concerned with behaviour, learning is characterised by an observable change in behaviour. Learners can be conditioned to learn, and, by use of rewards or punishments, can learn to behave accordingly to achieve maximised learning outcomes.

Cognitivism: concerned with mental processes, learning is achieved by information passing through three stages, i) sensory memory, lasting only a few seconds unless significant or relevant, and if so passing into ii) working memory, which, when stored, may last up to 20 seconds, which if important for long term use, skills, knowledge, etc, passes into iii) long term memory, which is stored for permanent use, and can be moved back and forth from working to long term memory.

Constructivism: concerned with progression, learning is a gradually construction of reality or the learner's interpretation of it. They're understanding of knowledge is dependent on their prior knowledge, social experiences, perception and observation.

Connectivism: concerned with technology and digital literacy, learning is the process of being connected to as many sources of information as possible - to tap into when needed. The idea is not to 'learn all that there is to know', rather to 'have immediate access to anything you may need to know, should the situation arise'. Logically, if information of a given topic is constantly accessed, it will be inadvertently acquired and integrated by the learner to some degree.

Learning Styles

There are various approaches or ways of learning (and teaching) which appeal to certain learners. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and acquired "enormous popularity".

The Multiple Intelligences

The theory of multiple intelligences was proposed by Howard Gardner in 1983. According to Gardner, for a behavior to be an "intelligence", it must: be isolate-able by brain damage, have a place in our evolution, encompass core operations, allow symbolic expression, develop distinctly, be evident by and in "exceptional" people (savants, geniuses) , exhibit other psychological findings.

Therefore, the following are recognised as 'intelligences', meeting the criteria: 

1. Spatial
2. Linguistic
3. Logical-mathematical
4. Bodily-kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic

Spatial

This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. Spatial ability is one of the three-factor's beneath g in the hierarchical model of intelligence.

Linguistic

This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Verbal ability is one of the most g-loaded abilities.

"Logical-mathematical”

This area has to do with logic, abstractions, reasoning and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. Logical reasoning is closely linked to fluid intelligence and to g.

Bodily-kinesthetic

The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory – they remember things through their body such as verbal memory.

Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.

Musical

This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers.

Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

Naturalistic

This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

Existential

Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists and philosophers.

The theory has been met with mixed responses. Traditional intelligence tests and psychometricshave generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory." ~ Wikipedia.com

David Kolb's model

The David Kolb's styles model is based on the Experiential Learning Theory. The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb’s model, the ideal learning process engages ALL FOUR of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. The resulting learning styles are combinations of the individual’s preferred approaches.

The hypothesis of an existential intelligence has been further explored by educational researchers. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists and philosophers.

These learning styles are as follows:

Converger: Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.

Diverger: Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.

Assimilator: Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.

Accommodator: Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.

Honey and Mumford’s model

In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a population of middle/senior managers in business. Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were renamed to accord with managerial experiences of decision making/problem solving.

The Honey & Mumford stages are:

- Having an experience

- Reviewing the experience

- Concluding from the experience

- Planning the next steps

Secondly, the styles were directly aligned to the stages in the cycle and named Activist, Reflector, Theorist and Pragmatist. These are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics.

Anthony Gregorc's model

This model is based on the existence of perceptions—our evaluation of the world by means of an approach that makes sense to us. These perceptions in turn are the foundation of our specific learning strengths, or learning styles. In this model, there are two perceptual qualities 1) concrete and 2) abstract; and two ordering abilities 1) random and 2) sequential. Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen.

In regard to the two ordering abilities, sequential involves the organization of information in a linear, logical way and random involves the organization of information in chunks and in no specific order. Both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals. There are four combinations of perceptual qualities and ordering abilities based on dominance: 1) Concrete Sequential; 2) Abstract Random; 3) Abstract Sequential; 4) Concrete Random. Individuals with different combinations learn in different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process.

The responsibility of a Learning Manager is great. There are some studies which state that, after a child's parents, their teacher is often the most influential person in their life. 6 hours of contact a day = 42 hours a week = 2184 hours a year. Learning Managers likely have a much stronger impact than most would imagine. As suggested by the title, a 'Learning Manager' is responsible for managing the students’ acquisition of declarative and procedural knowledge. Unlike simply pouring information into their brain, the job requires a wide range of specific skill set; Some of which include the ability to cater to each individual learner, considering their unique strengths, weaknesses, background and experiences.


Each learner is different, and it is no longer acceptable for teachers to stand at the front of the class and dictatorially command learners to ‘learn’ what they ‘teach’. The psychological and pedagogical knowledge that informs teaching practice is always increasing. A good learning manager understands learner Attitudes and Perceptions, Habits of Mind, the multiple intelligences and corresponding strategies and methodology to cater to these. With the attention away from the teacher and on to the learner (as it should be), there is more and more being done to engage learners in learning experiences, ensure maximum learning outcomes, and prepare our students for a future that (we, the teacher, may never see) in the real world. It is where they will end up, after all. 

References:

Marzano, R. J. & Pickering, D. J. (1997). Dimensions of Learning Teacher's Manual (2nd Ed.) Association for Supervision & Curriculum Development, Aurora, Colorado, USA.

Connectivism: A learning theory for today's learner (n.d.) retrieved from http://www.connectivism.ca/about.html November, 2011.

Constructivism, Behaviourism, and Cognitivism (n.d.) retrieved from http://www.learning-theories.com/ November, 2011.

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied To Teaching. Milton, QLD, Australia: John Wiley & Sons Australia, Ltd.

Smith, R. & Lynch, D. (2006). The Rise of the Learning Manager: Changing Teacher Education. Pearson Education Australia [Pearson Australia Group Pty Ltd].

McInerney D. M. & McInerney, V. (2006). educational PSYCHOLOGY Constructing Learning. Pearson Education Australia [Pearson Australia Group Pty Ltd].