24th Annual Conference on Distance Teaching & Learning
For more resources: http://www.uwex.edu/disted/conference
Addressing Multiple Intelligences in the Online Course Environment
Sarah Bryans Bongey, M.Ed.
Adjunct Instructor, Academic Technology Coordinator
The College of St. Scholastica
Diana Johnson, Ph.D.
Assistant Professor of Computer Science/Information Systems
The College of St. Scholastica
In their face-to-face courses, most instructors know that it is important to use multiple instructional
strategies to meet the needs of diverse learners. In the online course environment this same consideration
should be given. The theory of Multiple Intelligence (MI) developed by Howard Gardner (1993) can help
online educators evaluate and select instructional strategies.
Multiple Intelligences
Established in 1983, MI theory continues to engage the time and interest of educators everywhere. As a
testament to the fact that MI continues to be highly regarded, Gardner’s (2006) recent book Multiple
Intelligences: New Horizons has sold over 200,000 copies. According to the introduction by Howard
Gardner, “there are literally hundreds of books, hundreds of dissertations, and thousands of scholarly and
popular articles on the theory. Hundreds, if not thousands, of schools all over the world claim to be
implementing MI ideas” (p. viii).
The Theory of Multiple Intelligences says that humans possess a set of intelligences. Gardner classified
eight intelligences and he believes educators should tap into them to meet the needs of learners. “Teachers
should fashion teaching and learning so that all students have the chance to learn and to demonstrate what
they have learned – not just those students who happen to be gifted with words and numbers” (Gardner,
2000, p. 32). Bash (2005) recently summarized the eight multiple intelligences described in Howard
Gardner’s landmark learning theory.
1.
2.
3.
4.
5.
6.
7.
8.
Linguistic: Loves playing with words, reading, listening, and writing.
Logical/Mathematical: Loves patterns, reasoning, deducting, calculating, and
hypothesizing.
Spatial: Loves to learn visually, represents ideas in projects or by drawing or sketching
or other art forms.
Bodily/Kinesthetic: Strong hand-eye coordination fluid body movements, loves learning
through body activities.
Musical: Loves rhythm, tones, instruments, singing, and listening to music.
Interpersonal: Is very aware of others and their feelings, loves interacting and helping
others.
Intrapersonal: Loves self-reflection, setting goals, being self-disciplined.
Naturalist: Loves nature, animals, the order and patterns of plant life and ecological
issues.
In an attempt to identify and document the reasons, effects, and measurable benefits associated with the
use of an MI approach to instructional design and teaching, Kornhaber, Fierros, and Veenema conducted
a 3.5 year study of schools using MI theory (Kornhaber, 2004). Using the acronym SUMIT, the Project
on Schools Using MI Theory represented a carefully constructed and in-depth process of observation and
interview. Based on the schools’ implementation of an MI framework, four outcomes cited by the SUMIT
Copyright 2008 Board of Regents of the University of Wisconsin System
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author(s) and the Annual Conference on Distance Teaching & Learning
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24th Annual Conference on Distance Teaching & Learning
For more resources: http://www.uwex.edu/disted/conference
research project include: (a) improvements in standardized test scores, (b) improvements in student
behavior, (c) increased parent participation, and (4) a “range of improvements for students with learning
disabilities” (Kornhaber, 2004, p. 72).
The study stressed the importance of MI benefiting students because teachers allow for and acknowledge
individuality while playing off each student’s strengths and weaknesses. At The College of St.
Scholastica, our current exploration extends this discussion to the realm of higher education, including
traditional as well as non-traditional learners. Within the context of online courses, we continue our
efforts to identify, apply, and describe ways in which the theory of multiple intelligences can guide
practice to improve learning. One of these efforts is the Teach Online course offered to faculty who hope
to teach in the online environment.
College Faculty Online Professional Development Course
The potential to apply MI strategies (e.g., using sound, narration, music and other audio to appeal to the
auditory learner) in the online course environment is addressed by Howard Gardner himself in a recent
article from Teachers College Record.
I do harbor the hope for two new lines of practical work: 1) applications of multiple intelligences
in the workplace (Gardner, 2004; Martin, 2000) and 2) the use of high speed, multimedia
computers, virtual realities, and other kinds of simulations to allow more effective presentation of
lessons and more veridical forms of assessment. In this context, I should note that many
technologically oriented experts have considered how computers and other modern media might
address or embody the multiple intelligences. My own guess is that the chief educational
applications of MI theory lie in the construction of powerful new technologies and that this
initiative has yet to coalesce. (2004, p. 213)
Thinking about MI when designing and developing learning activities and instructional strategies for
online courses puts the focus on the learners instead of the content. The online course environment has
many tools and strategies instructors can use to address the multiple intelligences of students to involve
and engage them. The key is that faculty must have the support and resources to use these tools and
strategies.
Developed in the fall of 2004, The College of St. Scholastica’s Teach Online course for faculty, has
sought to increasingly incorporate a full spectrum of multimedia/multimodal instructional tools and
strategies. Each student uses her or his own course site to increase their basic experience and fluency with
the online course tools. During the Teach Online course, responsiveness to student needs is also evaluated
and assured through the use of a mid-term course evaluation and a final course evaluation that is
distributed to participants. Strategies for MI are observed in three general areas in the Teach Online
course: (a) course environment, (b) course content, and (c) course-related projects and activities.
Course Environment
The course environment seeks to address a range of learners through the course layout, responsive design,
and a multitude of enrichment strategies (multimedia announcements, etc.). The participants, who are
future online instructors, are immersed as students in an educational, supportive environment. The
instructor serves as a model and mentor by incorporating strategies that accommodate multiple
intelligences.
Copyright 2008 Board of Regents of the University of Wisconsin System
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author(s) and the Annual Conference on Distance Teaching & Learning
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24th Annual Conference on Distance Teaching & Learning
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Course Content
The content of the course itself includes video, audio, animations, text, articles, discussions, blogs,
journals, hands-on activities, puzzles, and narrated presentations, that deliver information and learning
opportunities intended to appeal to a range of learners.
Course-Related Projects, Assignments, and Activities
Assignments and activities that are designed to further learning include learning modules that include
interactive quizzes and tutorials, graphic images, audio, text, and guided activities. Students interview an
experienced instructor in the “real world” setting and share their best hints and helps with the class. Since
the course is targeted to the beginning-level online course instructor and designer, many advanced
strategies and tools are not directly included in the four-week curriculum. However, an MI Cookbook of
tools, resources, and how-to’s is provided in the Resources area of the course. A video on Multiple
Intelligences is also included in this area of the course.
Additionally, and in keeping with a more interactive approach, the course requires a significant amount of
hands-on course development and design by student/participants. Each student uses her or his own course
site to increase their basic experience and fluency with the online course tools. From a student
perspective, course participants (e.g. future online instructors) also experience specific examples of
multimedia used to address the needs of learners with a wide range of intelligences. Examples of media
and activities used are illustrated in Table 1.
Table 1: Examples -- Media and Activities Used in Online Courses at CSS
What
Multiple Intelligence Where/Why
Source
Audio included in Linguistic
Pop-up announcement
Recorded using low cost audio
welcome
Musical
provides multimedia
editing software and a
announcement
Interpersonal
greeting.
headset/microphone.
Interactive tutorial
on navigating in
WebCT
Blackboard
Linguistic
Spatial
Bodily/Kinesthetic
This three minute tutorial
is incorporated in the
“Getting Started”
modules for the course.
WebCT Blackboard, our CMS
provided this and many other
tutorials used in the course.
Content-rich
learning modules
Linguistic
Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Learning modules
include text that is
chunked in small,
accessible pages.
Pictures, Web links, and
graphics are also used.
These were created by the course
instructor/designer using WebCT’s
built-in course development tools.
Learning modules also include
images, Web links, audio, and
video from a variety of sources.
Narrated
multimedia
presentations
Linguistic
Spatial
Bodily/Kinesthetic
Musical
Linguistic
Course content is
custom-created via a
narrated PowerPoint
presentation.
Quote of the day or
timelines in history add
interest and appeal.
These were created by the course
instructor/designer using
PowerPoint and a Logitech USB
headset/microphone.
Multiple sources on the Web (This
day in history, weather, quote,
joke, etc.).
RSS Feeds
Copyright 2008 Board of Regents of the University of Wisconsin System
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author(s) and the Annual Conference on Distance Teaching & Learning
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24th Annual Conference on Distance Teaching & Learning
For more resources: http://www.uwex.edu/disted/conference
Table 1: Examples -- Media and Activities Used in Online Courses at CSS
Video segments
Linguistic
Videos are used in
High quality videos may be found
Spatial
several places to present
at www.ted.com, YouTube,
Musical
course content.
TeacherTube, and Edutopia.
Online flash cards, Linguistic
These simple games
Although there are many types of
crosswords,
Logical/Mathematical provide a fun way for
game creation software, the one
games, calculated
Spatial
students to learn.
used is StudyMate.
quiz questions
Bodily/Kinesthetic
Make your own or refer to
A learning object is
Linguistic
Merlot’s Federated Search,
anything that can be reSpatial
used.
www.wisc-online.com or a variety
Bodily/Kinesthetic
Musical
of other sources.
WebCT Blackboard allows you to
Great Internet resources
Linguistic
Web links,
are often multimedia-rich add, categorize, and present Web
Spatial
interactive
links. Incorporate them in online
(e.g., Netiquette quiz).
Bodily/Kinesthetic
activities and
lessons or learning modules.
Musical
hands-on projects
MI Cookbook
Linguistic
Compiled in one folder,
Items include instructions on how
Spatial
the “MI Cookbook”
to incorporate sound, add a
Bodily/Kinesthetic
provides a variety of
scrolling announcement, include
Musical
resources, tips, and how
an RSS feed, narrate a PowerPoint,
Interpersonal
to’s for online instructors. and much more.
The College of St. Scholastica maintains a site entitled MORF (Multimedia Online Resources for Faculty) and
it is available at: http://www.css.edu/x17208.xml
Learning Objects
At the end of the Teach Online course, each participant has created a test course and has a good
foundation of online course design. Participants also experience an online course from a student
perspective. Course evaluations for the Teach Online course have been favorable and over 60 faculty
members have taken the course over the last four years.
Conclusion
The online course environment is exciting and evolving. There are technologies, resources, and
instructional strategies that allow learners to be engaged in ways that have not been possible in the faceto-face environment. Multiple intelligence theory can be used as a guide to create positive learning
experiences for all learners. The College of St. Scholastica’s Teach Online course is offered to give
faculty the support and resources needed to develop learning activities/strategies to craft the online
learning experience to reach multiple intelligences.
References
Bash, L. (2005). Best practices in adult learning. Boston: Ankler.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (2000). Can technology exploit our many ways of knowing? In D. T. Gordon (Ed.), The
digital classroom: How technology is changing the way we teach and learn (pp. 32 – 35).
Cambridge, MA: Harvard Education Letter.
Gardner, H. (2004). Audiences for the theory of multiple intelligences. Teachers College Record, 106(1),
212-220.
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.
Copyright 2008 Board of Regents of the University of Wisconsin System
Duplication or redistribution prohibited without written permission of the
author(s) and the Annual Conference on Distance Teaching & Learning
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24th Annual Conference on Distance Teaching & Learning
For more resources: http://www.uwex.edu/disted/conference
Kornhaber, M. (2004). Multiple intelligences: From the ivory tower to the dusty classroom – but why?
Teachers College Record, 106(1), 67-76.
About the Presenters
Sarah Bryans Bongey is the Academic Technology Coordinator at The College of St. Scholastica, where
she works with college faculty to facilitate the effective integration of instructional technologies for
online as well as traditional face-to-face courses. She received her M.Ed. in the area of educational media
and technology, and has made presentations at TIES (Technology in Education), MEMO (Minnesota
Educational Media Organization), IMPACT 2005 (WebCT/Blackboard), and other conferences. She has
published articles on instructional technologies in Campus Wide Information Systems and Teaching &
Learning Magazine.
Address: The College of St. Scholastica
1200 Kenwood Ave.
Duluth, MN 55811
E-mail: [email protected]
Phone: 218.723.7017
Dr. Diana Johnson is an assistant professor in the Computer Science / Information Systems Department
at The College of St. Scholastica where she teaches online systems analysis, technology ethics, and
computer programming courses. She previously held positions as Academic Technology Coordinator,
Senior Systems Development Analyst, Systems Analyst, and Programmer/Analyst. Diana has been a
technology educator for 16 years and has been developing and teaching online courses for the last eight
years.
Address: The College of St. Scholastica
1200 Kenwood Ave.
Duluth, MN 55811
E-mail: [email protected]
Phone: 218.723.5917
Copyright 2008 Board of Regents of the University of Wisconsin System
Duplication or redistribution prohibited without written permission of the
author(s) and the Annual Conference on Distance Teaching & Learning
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