Presentation Makeover - Design Document

Suzie Rose
IT 6710
Design Document
Revision
March 28, 2010
Multiple Intelligences Design Documentation
Overview
This presentation strives to help educators, trainers, and instructional designers deliver and create
content that appeals to a variety of intelligences as outlined by Howard Gardner’s theory of
Multiple Intelligences. The presentation outlines the specifics of the theory and details each
intelligence. The information is discussed from a specific perspective to help keep its goal in
mind: Dr. Gardner’s theory guides us to alternatives in teaching.
My goal is to inform a large audience, so the presentation is developed with the Ballroom style in
mind, as outlined by Andrew Abela in Advanced Presentations by Design (2008, pp. 92). It
contains colorful, vibrant, and attention-grabbing visuals, and aims to impart knowledge to the
viewer without a presenter (Abela, 2008, pp.92). This presentation can stand alone or be
integrated into a series of other presentations that are similar in topic.
The original presentation that I’ve “made over” contains a strong definition of multiple
intelligences. It includes definitions of each intelligence type and lists learning activities that will
challenge and improve learning for each type. At the conclusion of each definition, it lists
possible career interests for the respective intelligence type.
Some existing issues that I plan to improve include the following:
• There are no images, only bulleted text and a few charts, throughout the entire
presentation.
• The slides have too much information on each of them.
• The color scheme is distracting from the content.
• The presentation does not explain why multiple intelligences matter or how we can use
them to improve the quality of learning; it’s an information dump.
• It has a poor and inconsistent use of mechanics (to the extent of distraction).
http://www.slideboom.com/presentations/132547/Multiple-Intelligence

Audience
My primary audience includes from educators, trainers, and instructional designers. My
secondary audience is any individual of any age who has an interest in the topic. Therefore, the
communication preferences of these individuals span all audience personality implications. (See
Appendix A, Worksheet A.1a)
Personality
Type
Typical Need How to meet
typical needs
Examples from the Presentation
Introvert Time to
reflect on
information
Provide
information
in advance
Distribution techniques may vary depending on to whom I
provide access, but I hope this is done as much as possible.
Extrovert Interactive
discussion
Plan for lots of
discussion / Q&A
Discussion techniques may vary depending on to whom I
provide access, but I hope this is done as much as possible.
Sensor The facts and
all the details
Include all
relevant facts
and details
I’ve woven a story-telling technique throughout facts and
definitions throughout the presentation. Some examples of
facts and details can be found:
Slide 19 describes the point of Gardner’s Multiple
Intelligences (to look at intelligence in different ways and
areas).
Slide 37 lists the different intelligences.
Slide 39 breaks the different intelligences into every day
terms.
Slides 42, 44, 46, 48, 50, 52, 54, and 56 lists facts about
what certain types of learners are good at or what they need
to excel.
Slides 43, 45, 47, 49, 51, 53, 55, and 57 tell stories about
students (of certain intelligence types) who thrive given the
tools they need to succeed.
Intuitor The big
picture
Provide an
overview up-front
The big picture is that we want to find what motivates
students so they want to learn; this is written on slide 4.
Thinker Principles
involved,
costs, benefits
Identify
principles, costs,
and benefits
The costs are implicitly peppered throughout the
presentation. Statements such as, “A learner who excels in
an area is not more intelligent overall than one who
struggles.” (Slide 19) combined with, “Our culture focuses
most of its attention on linguistic and logical-mathematical
intelligence.” (Slide 25) and, “Dr. Gardner suggests we
place equal attention on other types of intelligences
…” (Slide 26) help audiences see that the cost is
abandoning a system that we’re used to and comfortable
with.
The benefits presented in this presentation are best
explained on slide 80, “It gives educators, trainers, and
instructional designers more opportunities to make a topic
intriguing.”

Feeler To whom it
is valuable
State implication
for the audience
The implication for the audience is that focusing on all
intelligences gives the world musicians, architects,
naturalists, artists, etc. (Slides 26-34).
Slide 84 is likely to appeal to Feelers the most, “Instead of
one way to teach, think, dream, and live…we now have at
least EIGHT!”
Judger Conclusions Present
conclusions
up-front
The conclusion is that we need to find students’ intelligence
type. This is stated on slide 6. The rest of the presentation
walks through the steps on how to get to that conclusion.
Perceiver Alternatives List all
alternatives
considered
A combination of the statements on both slides 25 and 81
best exemplify alternatives.
Slide 25: “Our culture focuses most of its attention on
linguistic and logical-mathematical intelligence.”
Slide 81: “Traditional curriculum with a single form of
assessment does not accommodate exploration and
creativity.”
Learning Objectives
• Appeal to multiple intelligences as defined by Howard Gardner to better serve students,
appeal to more diverse audiences, and keep learners with varying strengths engaged.
• Deliver content in a creative and unrestricted manner to appeal to a variety of
intelligences as outlined by Howard Gardner (audience: educators and trainers).
• Design and create creative training materials that appeal to a variety of intelligences as
outlined by Howard Gardner (audience: instructional designers).
o Match multiple intelligences as defined by Howard Gardner to effective teaching
methods.
o Provide instruction that benefits more diverse audiences.
o Engage learners with varying skills and strength by using teaching methods that are
effective for varying multiple intelligences.
Problem
Our culture focuses most of its attention on linguistic and logical-mathematical intelligence.
Traditional educational methods restrict creativity and don’t reach all learners. Reaching learners
is the central core of education. By focusing on linguistic and logical-mathematical intelligence,
educators impart meaning to a small group of students. This is valuable for the small group, but
many other learners are excluded. These learners may not grasp the content well and may fall
behind in their studies. In the case of corporate education, learners will be unable to perform the
tasks required of them, which results in poor performance and increases the likelihood being
released from their position. Not using the theory of Multiple Intelligences alienates a large
number of learners.

Solution
As John Medina points out in his book Brain Rules, “…the more meaning something has, the
more memorable it becomes (2009, pp. 111). To increase the memorable qualities of content,
instructional designers and educators must expand their horizons and concentrate on methods that
will help them reach a larger number of learners (Slides 6, 23-24, 41-57, 75-80, 84). Using the
theory of Multiple Intelligences to find alternative methods to approaching traditional educational
situations helps instructional designers and educators fulfill this goal. Ultimately, they need to
find what motivates learners so they want to learn (Slide 4).
Evidence
To help my audience design, create, and deliver content that appeals to a variety of intelligences
as outlined by Howard Gardner, I must define multiple intelligences. I accomplish this on slides
6, 37, 39, 58. I adapted this information from Gardner’s Frames of Mind.
To help my audience appeal to multiple intelligences as defined by Howard Gardner, I must
present the benefits of doing so; I must motivate them. My best examples of this are on slides 77-
84 where my choice of words is meant to impart a sense of immediacy, energy, and desire.
Examples include:
• “…live life well.” Slide 77
• “…learn well.” Slide 78
• “…more opportunities.” Slide 79
• “…make a topic intriguing.” Slide 80
I provide concise anecdotes to provide ideas and spark new ideas (Slides 43, 45, 47, 49, 51, 53,
55, and 57). I adapted this information from Gardner’s Multiple Intelligences: The Theory in
Practice. These achieve the following goals:
• To help my audience better serve their students
• To help them appeal to more diverse audiences
• To help them keep learners of varying strengths engaged
Anecdotes
I used interesting stories about both Derek Paravicini and Alonzo Clemons to illustrate that some
individuals show explicit evidence of lacking intelligence in some areas, but showing extreme
talent and intelligence in other areas. This provides evidence that there is not an overall
intelligence as Gardner’s indicates, but multiple intelligences that we each possess to varying
degrees. This served as a way to reform my evidence and involve my audience (Abela, 2008, pp.
65). These anecdotes exemplify the “rebirth” story plot as identified by Abela (2008, pp. 70) and
is the most impacting of all the anecdotes I use.
I also used short fictional anecdotes for an example showing how to implement each type of
intelligence.

Sequencing
I found that the S.Co.R.E. method (Abela, 2008, pp. 75-87) lent itself to my topic well and
strengthened organizational structure. I begin with a question that is relevant to my audience,
“How can I make learners learn?” on slide 2 of my presentation. This outlines the situation aspect
of the S.Co.R.E. method.
I state the over-arching solution on slide 4, “It’s about finding what motivates [learners] so they
want to learn.” This is intended to help audience personality types that want an overview up-front
(Abela, 2008, pp.21).
Slide 25 describes the main complication, “Our culture focuses most of its attention on linguistic
and logical-mathematical intelligence.” This is the central complication of the entire presentation
(Abela, 2008, pp. 75). I made the design decision to outline this concept only once as to avoid
unnecessary repetition and to help audience personality types that want an overview up-front
(Abela, 2008, pp.21). Each resolution and example ties directly into this complication.
On slides 6 and 17, I present a diagram outlining an overview of Howard Gardner’s theory of
multiple intelligences. I chose a “radiate” type of diagram with a core to help explain how parts of
a whole interact with one another (Duarte, 2008, pp. 44). The core represents the central element
of the multiple intelligences. The outer elements connect with it to represent a parent-child
relationship (Duarte, 2008, pp. 52).
Graphics
Decision #1 – Unity
Each image in the presentation is relevant and supports and illustrates the content and concept
(Abela, 2008, pp. 97). I’ve avoided all visual distractions and decorations. When selecting my
images, I took care to ensure they all hold a common thread and look like a cohesive family unit
when compared to one another (Duarte, 2008, pp. 160). Each is a photograph of similar quality as
most are from the same source. I also repeat a few images to create a sense of unity between
messages presented far apart from one another (slides 4 and 71).
Decision #2 – Placement of objects on slide
I placed objects on the slide (graphics and text) to create an ease of movement for the eye. It
matches the natural flow of our eye so the audience knows in which order to process the
information (Duarte, 2008, pp. 92). An example is slide 63; my audience will naturally view the
image before reading the text on the slide. The image is important on this slide because it
reinforces the message and represents a typical test currently used in our educational system. I
placed each object to help guide a viewer’s eye across the slide; this helps roadmap their
experience (Abela, 2008, pp. 134). For example, the images on slides 2-4 are on the right side of
each slide. When I switch to a new idea on slide 5, I place the image on the left side. This is an
unspoken signal to the audience that something has changed. I chose the left because we typically
read left to right, so it also signifies a new start.

Decision #3 – Reinforce the main message of each slide
I chose a stark white background to juxtapose the large vivid pictures and provide the audience
with visual breathing room (Duarte, 2008, pp. 106). This contrast helps give the images more
impact and places them at center stage so the audience can identify the main points quickly
(Duarte, 2008, pp. 94). I also chose the large sizes of images to both represent the ballroom style
of presentation, and to ensure that my page layout reinforces the main message of the slide
(Abela, 2008, pp. 108). For example, when I introduce Howard Gardner, the main focal point of
the slide is his image. There is a small sentence above his image explaining its context (slide 16).
Text
Decision #1 – Conversational tone
After considering the type of relationship I want my presentation to have with my audience
(Duarte, 2008, pp. 14) I decided I want my audience to interact with my presentation as if they
were interacting with a friend: in a conversation. It helps me involve people in my presentation
(Abela, 2008, pp. 64). For example, I ask the audience questions (Slides 5, 7, 8, 9, 40, 59, etc.).
Decision #2 – Minimal text
I used text minimally except when using anecdotes (Abela, 2008, pp. 112). I used this technique
to produce a visually rich and professional presentation. As Duarte points out presentations are a
“glance media.” Therefore I used minimal text to help impart my message in approximately 3
seconds (Duarte, 2008, pp. 140). Slides 27-34 are my strongest examples.
Decision #3 – Empowering language
To communicate effectively and engage my audience’s emotions (Abela, 2008, pp. 63), I chose
language that imparts a sense of empowerment and motivation. The sense of importance this
language implies helps show how the content will make their lives better (Duarte, 2008, pp. 15).
My best examples of this are on slides 77-84 where my choice of words is meant to impart a
sense of immediacy, energy, and desire. Examples include:
• “…live life well.” Slide 77
• “…learn well.” Slide 78
• “…more opportunities.” Slide 79
• “…make a topic intriguing.” Slide 80
Layout
Decision #1 – Consistency
I took into account placement and consistency issues into all decisions as I created slides that
reinforce the main message of each slide (Abela, 2008, pp. 137). I chose large and impacting
images (Slides 16, 25-33, 70, 76, 84) to remain in alignment with the Ballroom style presentation
style as defined by Abela (2008, pp.112-113).
Decision #2 – Simplicity of design
Where relevant, each slide exemplifies contrast (Slides 1, 9, 22, 40-42), flow (Slides 51, 64, 69),
hierarchy, unity, proximity (Slides 20, 65, 69-70, 73), and white space (Slides 37-42) as defined
by Duarte (2008, pp. 92). Each slide also exemplifies simplicity of design and complexity of
detail (Slides 3-5, 7-9, 20, 61-62) (Abela, 2008, pp. 138).

Decision #3 – Visual flow
I placed objects on the slide (graphics and text) to create an ease of movement for the eye (Slides
20, 65, 69-70, 73). It matches the natural flow of our eye so the audience knows in which order to
process the information (Duarte, 2008, pp. 92). I paid special attention to the images of people to
ensure they are always facing the slide/text (Duarte, 2008, pp. 97). My strongest examples are on
slides 5, 27, 30, 54, 69, and 74.
Measurement
It would be possible to assess a curriculum developed by an educator, trainer, or instructional
designer before they view this presentation and after. I could then compare the techniques used
from both sets of data and see if the participants have increased use of techniques that appeal to a
more diverse group of intelligences.
Peer Review Results
1. What are three things I could do to make the “story” aspect of my presentation stronger?
a. I think that your content breaks are designed well; they are already strong and tell
descriptive and supportive stories. What I would suggest you do to make some of
your slides stronger is play with text emphasis, proportion, boldness, size, etc.
You've already done a great job; just some minor tweaks to layout will really help
emphasize your points.
b. I really enjoyed the anecdotes on the two gentlemen in the beginning. Einstein
actually has a similar story from early in his school career - I think it was his middle
school teacher that basically told him he was bad at school and would never amount
to anything. He hated school so much that he quit! Maybe you could incorporate his
story into the beginning, as well. I think that strengthening the "non-research-based"
aspect of the multiple intelligences theory could actually strengthen the presentation
if you elucidate Gardner's basis of his intuitions. Where did he get these ideas? You
mention the quote from Gardner in the end - did studying his children motivate his
development of this theory, similar to Piaget? Who's ideas did he build upon?
Changes Made:
• I added a number of slides that had text only to increase impact. I followed the advise
of my first peer and played with the size, proportion, size, etc. – mostly with the text.
• I liked the suggestions of adding Einstein’s story but did not add to it. Although he
had trouble in school, he is not an example of a savant and does not reinforce my
main message. I would categorize that type of information as “nice to know” rather
than “need to know.”
• I also liked the idea of finding out Gardner’s motivation behind creating his theory,
but felt it was outside the scope of this presentation and chose to exclude it.

2. What aspects of the presentations seem weak? How would you improve them? Please list at
least two.
a. It's lacking in design of your text slides. They are simple (which is good) but look as
though you didn't think about positioning, size, or layout.
This might not be necessary, but could you give concrete examples of how you could
teach math concepts to the musical learner (or maybe link to an internet site that
gives more detailed information)
b. The graphics from the novamind website are my least favorite aspects of the
presentation. The graphics are outdated and the text is too small to be useful. I would
suggest creating your own visualizations for those two slides. Enhancing the Einstein
connection is another aspect that could be strengthened. It would enhance the story-
telling aspect and help people see themselves in a genius (i.e. even Einstein had
trouble in school!).
Changes Made:
• I reformatted almost every slide with careful thought to positioning, size, and layout.
At this point in my development, I had not delved into that aspect.
• I also like the second suggestion by Peer #1, but unfortunately felt that it was outside
the scope of this presentation.
• I removed the image that Peer #2 disliked.
• I did not enhance the Einstein connection, because although he had trouble in school,
he is not an example of a savant and does not reinforce my main message. I would
categorize that type of information as “nice to know” rather than “need to know.” But
I found it very interesting that both peers mentioned that.
3. What aspects of the presentations seem strong? How would you enhance them? Please list at
least two.
a. Your text breaks are strong. Your questions to the audience are appropriately
positioned. I like the simplicity to each slide and idea.
b. I liked the visuals of the types of learners. Later, you mention that teaching to all
learners would enhance their engagement. This could be a great opportunity to show
what using those teaching methods in the classroom could look like by including
photos of those methods in action. Another possibility could be listing some
examples of intelligence-specific teaching methods like "cooperative learning" under
interpersonal and "time for reflection" under intrapersonal.
Changes Made:
• I agree that photos of those methods in action is a great idea. However, I do not have
the opportunity to take my own photos in a classroom setting. This is something I
would like to explore in future versions of this presentation.
• I used Peer #2’s second suggestion and added a slide for each intelligence type
explores what they need to help them learn.

4. I have implemented minimal design at this point (hopefully you can tell which slides I’ve
worked on), but mostly I tossed pictures on there with loose placement. Based on the topic
ideas would you suggest? Are my images relevant?
a. I made suggestions before reading this question, so please disregard any comment to
your minimal design, as I now realize it is because it is your draft. My suggestions
for text formatting would be to integrate some color, size contrast, boldness and
positioning that will focus on key words and help emphasize your point for each
slide. I am not opposed to a white background, but a black background (or dark
color) with white and colored text could be very striking.
b. See my comments on images above. :-)
Changes made:
• I followed all the advice from Peer #1 and integrated color, size contrast, boldness
and positioning that will focus on key words.
5. Since the text aspect of the draft is complete, do you walk away with a sense of
understanding for the subject? If not, how can I make that “sticky?”
a. Very sticky. This was inspiring! I loved viewing it!!
b. I definitely understand the concept from your presentation; but have to admit that I
had significant prior knowledge about the topic already.
No changes needed

Bibliography
Abela, A. (2008). Advanced Presentations by Design: Creating Great Presentations. San
Francisco: Pffeiffer.
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Armstrong, T. (2000). Multiple Intelligences. Retrieved February 20, 2010 from Dr. Thomas
Armstrong: http://www.thomasarmstrong.com/multiple_intelligences.htm.
Brualdi, A. C. (1996). Multiple Intelligences: Gardner's Theory. Retrieved February 20, 2010
from Eric Digests: http://www.ericdigests.org/1998-1/multiple.htm.
Duarte, N. (2008). Slide:ology: The Art and Science of Creating Great Presentations. Sebastopol,
CA: O’Reilly Media, Inc.
Gardner, H. (1993). Frames of Mind. [Electronic version]. New York: Basic.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. [Electronic version]. New
York: Basic.
Medina, J. (2009). Brain Rules. Pear Press.
Smith, M. K. (2008). Howard Gardner, Multiple Intelligences and Education. Retrieved February
20, 2010 from The Encyclopedia of Informal Education: http://www.infed.org/thinkers/
gardner.htm.
Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of
informal education, http://www.infed.org/thinkers/gardner.htm.
SUMIT Compass Points Practices. (2000). Retrieved February 20, 2010 from Project SUMIT:
http://pzweb.harvard.edu/research/sumit.htm.
Medina, J. (2009). Brain Rules. Pear Press.

Appendix A
Abela Worksheets
Worksheet A.1a. Audience Personality Type
Audience Personality Type
Instructional Designers who are relatively new
to the field
Unknown / Varies
Instructional Designers who are unfamiliar
with Gardner’s theory of Multiple Intelligences
Unknown / Varies
Worksheet A.1b. Audience Personality Implications
Instructional Presentation Implications
• Provide all or part of the presentation in advance
• Plan for lots of discussion and Q&A
• Include all relevant facts and details in the presentation or appendix
• Provide an overview up-front
• Identify principles, costs, and benefits
• State implication for the audience
• Present Conclusions up-front
• List all alternatives considered
The field of instructional design attracts a variety of personality types. Many instructional
designers were once trainers, technicians, engineers, writers, project managers, and more. These
roles enable them to bring valuable experience and knowledge to the field, and also make
statements about possible personality types. Whereas a trainer may be an extrovert, a writer is
likely to be an introvert. Because instructional design attracts a wide range of personality types,
all audience personality implications must be taken into account.

Worksheet A.2. From-To Think-Do Matrix
From To
Think Providing instruction to visual,
auditory, and kinesthetic learners
ensures all learners’ will remain
engaged and all possible learning
needs are met
Appealing to the seven intelligences as defined by
Howard Gardner will better serve students, appeal
to larger audiences, and is more likely to keep
learners engaged
Do Strictly adhere to templates
regardless of content or subject
matter
Design and create creative training materials that
appeal to a variety (more than 4) of Gardner’s
multiple intelligences
Do Create training material with little
to no interaction that largely
appeals to auditory learners
through the use of lecture
Design and create creative training materials that
appeal to a variety (more than 4) of Gardner’s
multiple intelligences

Worksheet A.3. Audience Problem
Many business environments minimize the skills and knowledge instructional designers must
have to succeed in their profession. Oftentimes employers do not have formal training in
instructional design, nor do they have professional experience in the field. They also may not
look for these qualities when hiring instructional designers. When an employer lacks the skills or
knowledge they need to lead their staff, new designers may not receive the direction or
professional development they need to perform their jobs successfully.
Employees in turn struggle to complete tasks and fear that they are performing poorly. Their
confidence and job satisfaction decrease. Their fear manifests itself in stress and anxiety, which
can affect health, emotions, interpersonal relationships, and more. If these detrimental
consequences continue for significant durations, employees are likely to either loose motivation
to perform well, or separate from their job.
Worksheet A.4. Spectrum of Solution Contributions
This presentation will provide a foundation and framework for guiding new instructional
designers. It will focus their attention to their audience, which will give them direction and a goal
to accomplish. Although this only solves part of the problem, it will assist in providing direction
to new instructional designers and provide a foundation for future development.

Worksheet A.5. Solution Evaluation
Evaluation Criteria
Option 1 Option 2 Option 3
Appeal to Gardner’s multiple
intelligences
Appeal to VARK (visual,
auditory kinesthetic, and
read/write)
Appeal to auditory, visual and
kinesthetic learning styles
Evaluate Courses
Participants Create
By appealing to more learning styles,
we’re able to engage more
participants. This engagement will
increase retention and therefore test
scores.
This option appeals to up to 7
learning styles.
This option appeals to 4 learning
styles.
This option appeals to 3 learning
styles.
Analyze Training Material The training material should include
techniques that appeal to more than 4
learning styles.
The training material should
include techniques that appeal to
4 learning styles.
The training material should
include techniques that appeal to
3 learning styles.
Quality Assurance Scores As levels of retention increase, so do
quality assurance scores. This option
promises to be 3 times more effective
than Option 2, and 4 times more
effective than Option 3.
This option promises to be only
slightly more effective than
Option 3.
This option promises to be 3
times less effective than Option
2, and 4 times less effective than
Option 3.
Customer Service
Complaints
As levels of retention increase,
customer service complaints
decrease. This option promises to be
3 times more effective than Option 2,
and 4 times more effective than
Option 3.
Option 3.
Option 3.
Employee Retention As levels of retention increase, so
does job satisfaction and employee
retention. This option promises to be
3 times more effective than Option 2,
and 4 times more effective than
Option 3.
Option 3.
Option 3.
Customer Retention As levels of retention increase, so
does customer service and retention.
This option promises to be 3 times
more effective than Option 2, and 4
times more effective than Option 3.
Option 3.
Option 3.
Revenue The compilation of these evaluation
criteria results in increased revenue.

Worksheet A.6. List of Evidence
• Gardner’s Theory Multiple Intelligences
o http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
o http://www.thomasarmstrong.com/multiple_intelligences.htm
o Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many
Intelligences, New York: Plume, 1993.
o Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New
York: Basic,1983.
o http://www.businessballs.com/howardgardnermultipleintelligences.htm
• Case Studies
o Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York:
Basic, 1993.
o Gardner, Howard. Responsibility at Work. New York: Jossey-Bass, 2007.
o http://escholarship.bc.edu/dissertations/AAI3103223/
o http://www.absoluteastronomy.com/topics/Theory_of_multiple_intelligences
http://www.sonustech.com/paravicini/index.html
http://artsales.com/ARTists/Alonzo_Clemons/Prodigious_Savant_Syndr
ome.htm
• Classroom examples that use Gardner’s Theory of Multiple Intelligences successfully
o http://www.context.org/ICLIB/IC27/Campbell.htm
o http://www.edutopia.org/multiple-intelligences-immersion-enota-how-to
o Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 1994.
• Commentary from Instructional Design Scholars
o Schaler, Jeffrey A. Ph.D. Howard Gardner Under Fire. New York: Open Court,
2006.
o http://www.scribd.com/doc/10055903/Theory-of-Multiple-Intelligences

Worksheet A.7 Stakeholder Analysis
Who will be impacted
by the success or failure
of this instructional
product?
Group A
Instructional Designers
(My Audience)
Group B
Trainers
Group C
Participants
(My Audience’s
Audience)
What is their role in the
success or failure of this
instructional product?
Implement Gardner’s
Theory of Multiple
Intelligences in training
material
Deliver the training
material created by Group
A
Receive training material
from Group B
How will they be
impacted if the
instructional product is
a success (i.e., learners
achieve learning
objectives)?
The following will
increase:
• Performance
• Job satisfaction
• Self confidence
Their roles will be easier
because they will be
supported by stronger
training material
Their training experience
will be more interesting
and engaging. They will
retain more information
which makes their
interactions with
customers smooth and
easy
How will they be
impacted if the
instructional product is
a failure (i.e., learners
do not achieve learning
objectives)?
They will remain in a
state of fear, uncertainty,
and job dissatisfaction
No change (no
improvement)
They will not be fully
engaged in the training,
they will be bored and
retain less information.
With less knowledge,
their interactions with
customers will be more
difficult

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