Instructional Design Theories

Unit 2

It is very important to incorporate the most appropriate instructional design theory hen the education ant to incorporate any type of technology in his / her teaching style and according to the scientific content.  

Algo-Heuristics theory (Landamatics)

            Algo-Heuristics model is a theory of instructional design developed in early 1950’s by Lev Landa.  In addition, Algo-Heuristics is a process of critical thinking or problem solving through facilitation the accurate course of action to achieve the objective.  Landamatics / Algo-Heuristic method incorporates a snowball method where the entire concept to be taught is broken down into single items (Mastrian, McGonigle, Mahan, & Bixler, 2011).  The first item is presented, along with the process of how to solve the problem.  Practice problem are worked until the item is mastered.  Then the first item is presented with the second along with the other steps. The first and second item is then paired with the third and in the same manner, and so forth. It is the same algorithm nature in math and science.  The theory suggests that all cognitive activities can be analyzed into operations of an algorithmic, semi-algorithmic, heuristic, or semi-heuristic nature. Once discovered, these operations and their systems can serve as the basis for instructional strategies and methods. The theory specifies that students learn not only knowledge but the algorithms and heuristics of experts as well.  They also have to learn how to discover algorithms and heuristics on their own (Landa, 2013).  Landa (2013) believed that knowledge is made up of three elements, which are: image is as the mental picture, concept is as the knowledge of the characteristics of an object, and propositions is as the relationships the object and it’s parts to other objects. The learner is encouraged to learn either algorithmic or heuristic problem solving in a systematic process. While heuristic approach is an experience-based technique that helps in problem solving, learning and discovery.  A heuristic method is particularly used to rapidly come to a solution that is hoped to be close to the best possible answer or optimal solution (Reigeluth, 2013).

Multiple intelligence theory

Up to the early 1980’s, intelligence was viewed as one single entity.  Gardner (1982) defined intelligence is the ability to solve problems or to fashion products that are valued in one or more cultural setting.  The humans possess different kinds of intelligence, each of them relating to a definite realm of human life and activity, a radical and innovative outlook on intelligence that differed greatly from the traditional view (Reigeluth, 2013).

Gardner (2011) identified the nine intelligences as follows:

·         Logical-Mathematical Intelligence consists of the ability to detect patterns, reason deductively and thinks logically, being frequently associated with scientific and mathematical thinking.

·         Linguistic Intelligence which involves a mastery of language, including the ability to effectively manipulate language to express oneself rhetorically or poetically, also allows one to use language as a means to remember information.

·         Spatial Intelligence gives one the ability to manipulate and create mental images in order to solve problems; not being limited, however, to the visual domains as it is also formed in blind children.

·         Musical Intelligence which encompasses the capability to recognize and compose musical pitches, tones, and rhythms. However, although auditory functions are required for a person to develop this intelligence in relation to pitch and tone, it is not needed for the knowledge of rhythm.

·         Bodily-Kinesthetic Intelligence is the ability to use one's mental abilities to coordinate one's own bodily movements, challenging, consequently, the popular belief that mental and physical activity is unrelated.

·         Interpersonal Intelligences includes interpersonal intelligence, as the ability to understand and discern the feelings and intentions of others.

·         Intrapersonal intelligence is the capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. In addition, it is the ability to understand one's own feelings and motivations.

·         Naturalist intelligence is the ability to recognize and categorize plants, animals and other objects in nature.

·        Existential intelligence is sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?

Although the seven intelligences are separated from each other, the theory claims that they rarely operate independently, being used concurrently and typically to complement each other as individuals develop skills or solve problems.

Gardner and Hatch (1989) stated that this theory of multiple intelligences has several implications for teachers in terms of classroom instruction as it states that all seven intelligences are needed to productively function in society in terms of the educators should consequently think of all intelligences as equally important.  For this reason, educators should recognize and teach to a broader range of talents and skills which poses a great contrast to the traditional education systems which typically placed a strong emphasis on the development and use of verbal and mathematical intelligences. Therefore, Gardner’s Theory further implies that teachers should structure the presentation of material in a style, which engages most, or all of the intelligences rather than one isolate one.

Additionally, inasmuch as Gardner (2011) states that everyone is born possessing the seven intelligences, the theory also mentions that not all students will come into the classroom with different sets of developed intelligences, meaning that each child will have its own unique set of intellectual strengths and weaknesses. In closing, Gardner’s theory sheds a new light on a traditional concept that directly affects the praxis of education.

References

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.‏

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.‏

Gardner, H. (1982). Art, Mind and Brain. New York: Basic Books.

Landa, L. N. (2013). The algo-heuristic theory of instruction. Instructional design theories and models: An overview of their current status, 163.‏

Mastrian, K. G., McGonigle, D., Mahan, W. L., &Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett

Reigeluth, C. M. (Ed.). (2013). Instructional design theories and models: An overview of their current status. Routledge.‏