Workshop in Multi-Intelligent Technology-Enabled Learning

Format

The workshop is conducted in a blended format, combining:

Purpose

Understanding Goals

At the end of the workshop, participants will understand:

Agenda Thursday, May 15, 2-4:30 PM

This is a highly interactive workshop with Web-based curriculum design activities, reflections on learning experiences, and small group discussions.

  • Overview of Theoretical Foundation
    • Theory of Multiple Intelligences
    • Constructivist Theory of Learning
  • Interactive Exercise
    • Inventories of Multiple Intelligences
    • Reflection and Discussion
  • Educational Methodologies and Enabling Technologies
    • Teaching for Understanding (TfU) Framework
    • Entry Point Approach
    • Multiple Representations
    • Technology Implementation
  • Collaborative Curriculum Design Tool (CCDT)
    • Planning a course or module
    • Reflection and Discussion
  • Summary and Next Steps
    • Reflection
    • Establishing Community of Practice
 

Presentations Theory, Methodologies, Enabling Technology

The presentations provide an overview of:

  • Theoretical foundation from Cognitive and Educational Psychology
  • Educational Methodologies based on Constructivist Learning Theory and Theory of Multiple Intelligences
  • Enabling technologies to implement multi-intelligent approaches to learning.

Theoretical Foundation

 

Educational Methodologies and Enabling Technologies

 

Interactive Exercises  Intelligences and Methodologies

 

Multiple Intelligence Inventories

 

Collaborative Curriculum Design Tool (CCDT) Registration

Please fill out the registration form so that you can use the CCDT tool during and after the workshop. After you register, click on back button to return.

Teaching for Understanding Framework


Reflection    Ongoing Assessment in the form of Reflection

Research conducted at Harvard University's Project Zero suggests that developing understanding involves iterative processes of activity and thinking. Reflection is a form of ongoing assessment that helps us develop our own understanding.

The ideas and tools presented in the workshop can be used as thinking frames, defined by David Perkins as: "representation[s] intended to guide the process of thought, supporting, organizing, and catalyzing the process." Ongoing assessment in the form of reflection is a type of thinking that underlies the development of understanding (Perkins, 1998).

Questions to consider about inventories:

  • Did the results of the inventories reflect your approach to learning?
  • Were there any surprises?
  • How does your profile of multiple intelligences affect the way you teach?
  • How do your learning issues affect the way you teach?

Questions to consider about course development:

  • Where and how do you look for evidence of understanding?
  • How could you gather more compelling evidence of understanding?
  • What challenges do you face in developing the course you have planned?

 

 

Benay Dara-Abrams, Ph.D.
Chief Learning Technologist & CEO, BrainJolt
Adjunct Faculty, University of San Francisco and Carnegie-Mellon West
email: benay@dara-abrams.com
voice: 650-964-6094
postal: 961 Andover Way, Los Altos, CA 94024

All workshop pages and materials are Copyright © 2003 Benay P. Dara-Abrams, Ph.D. All Rights Reserved. To quote or use any material from the workshop, you must provide proper citations and references.

Collaborative Curriculum Design Tool (CCDT) linked to Harvard University Education with New Technologies site, used with permission through registration.