1. Suzie Rose
IT 6710
Design Document
April 25, 2010
Presentation Prowess
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, p. 92). It
contains colorful, vibrant, and attention-grabbing visuals, and aims to impart knowledge to the
viewer without a presenter (Abela, 2008, p.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

2. Audience
My primary audience includes instructional designers who are interested in Howard Gardner’s
theory of Multiple Intelligences. My secondary audience includes anyone who is interested in
Howard Gardner’s Theory of Multiple Intelligences. Both audiences likely work in the field of
education and are interested in why and how the theory impacts learning. 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 in this presentation. Some examples of facts and
details can be found in the following areas:
Slide 19 describes the point of the presentation (if there are
different types of learners, then there are different types of
intelligences).
Slides 39 and 49 list the different intelligences.
Slides 41-48 list examples about how to appeal to varying
types of intelligences. This helps educational professionals
give students the tools they need to thrive and succeed.
Intuitor The big
picture
Provide an
overview up-front
The big picture is that not all students are skilled in
linguistic or logical-mathematical intelligence. The story
that opens the presentation exemplifies this up front,
primarily on slide 5.
Thinker Principles
involved,
costs, benefits
Identify
principles, costs,
and benefits
The costs are implicitly peppered throughout the
presentation. The following statements help audiences see
that the cost is abandoning a system that we’re used to and
comfortable with.
• “A learner who excels in an area is not more
intelligent overall than one who struggles.” (slides
32-33)
• “Our culture focuses most of its attention on
linguistic and logical-mathematical intelligence.”
(slide 30)
• “If there are different types of learners, then there
must be different types of intelligences” (slide 34).
The benefits presented in this presentation are best
explained on slide 60, “Instead of one way to think, teach,
dream, and live, we now have at least EIGHT.”

3. Feeler To whom it
is valuable
State implication
for the audience
The implication for the audience is that focusing on all
intelligences gives students more advantages as they
progress through school (slides 2-10).
Slide 60 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 and utilize the teachings of Howard Gardner’s theory
of Multiple Intelligences. This is stated on slide 10. The rest
of the presentation walks through the steps on how to get to
that conclusion.
Perceiver Alternatives List all
alternatives
considered
The statement on slide 30 implies the alternative, which is
the traditional methods of teaching, “Our culture focuses
most of its attention on linguistic and logical-mathematical
intelligence.”
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.
• Design, develop, and deliver content in a creative and unrestricted manner to appeal to a
variety of intelligences as outlined by Howard Gardner.
• Match multiple intelligences as defined by Howard Gardner to effective teaching
methods and learner types.
• Provide instruction that benefits more diverse audiences.
• Engage learners with varying skills and strengths 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
only, 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.

4. Solution
As John Medina points out in his book Brain Rules, “…the more meaning something has, the
more memorable it becomes (2009, p. 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 41-48). 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 can teach to all styles, not just dominant styles (slide 36).
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
27, 39, and 49. 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 the
following slides where my choice of words is meant to impart a sense of immediacy, energy, and
desire. Examples include:
• “The beauty of Gardner’s theory…” Slide 37
• “…live life well.” Slide 57
• “…learn well.” Slide 58
• “…to teach, think, dream, and live…” Slide 60
I provide concise anecdotes to provide existing ideas and spark new ones (slides 41-48). 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 present a fictional character who experiences a stifling experience throughout her own
education. This spans the entire presentation since this character is the narrator, but the story is
most evident in slides 2-25. This serves as a way to reform my evidence and involve my audience
(Abela, 2008, p. 65). These anecdotes exemplify the “quest” story plot as identified by Abela
(2008, p. 70).
I also use short fictional characters to create anecdotes for each learning style. This is meant to
help the audience implement techniques that appeal to each type of intelligence.

5. Format
Since the story I use is a quest, it lends itself easily to my goal of creating an emotional response
in my audience. Music has an innate ability to create an emotional response, so it helps me
convey my message in an effective and significant way. I also hope to evoke an emotional
response by showing images of multiple intelligences in action, and the successes of them. I also
take this opportunity to express my message through text, sans narration. Text isn’t negative, but
the way people use it is. By using text in a creative and engaging manner, I utilize a useful
communication medium in a new and interesting way.
Sequencing
Decision #1 – S.Co.R.E. method
The S.Co.R.E. method (Abela, 2008, p. 75-87) lends itself to my topic well and strengthens its
organizational structure. My story begins with a situation where a little girl, Jade, is labeled as
slow (slides 3-5). The complication arises because her teachers do not know how to appeal to her
sense of intelligence; this is because it does not lie within the linguistic or logical-mathematical
tradition of learning (slides 5, 7-10). The resolution takes place when Jade decides to become a
teacher so other children do not have the negative experience she did (slides 23-26). I present
examples of the effectiveness of this resolution on slides 41-48. This follows suit with Carol
Vernallis’ stance in Experiencing Music Video that in a narrative video, “…how the hero will
vanquish the villain elicit[s] the viewer’s curiosity” (2004, p. 16-17). Vernallis’ statement relates
to the Complication and Resolution aspects of Abela’s S.Co.R.E. method.
Decision #2 – Open with a story
I open the presentation with a story to grab the attention of my reader and to provide a strong
foundational context for the information (slides 2-26). As John Medina points out in his book,
Brain Rules, “Better attention always equals better learning” (2008, p. 74). The story in this
presentation helps create meaningful communication about my topic. Medina also states, “The
brain remembers the emotional components of an experience better than any other aspect” (2008,
p. 82). The story is emotional and impacting, its purpose is to create a lasting memory. Garr
Reynolds supports this theory when he states, “Emotion…is a necessary thing. We’re presenting
to human beings after all” (2008, min. 30:08). This also helped me, “…combine words and
pictures to create effects that neither could create separately” as advocated by Scott McCloud
(2006, p. 4).
Decision #3 – Bookends for instructional content
I create bookends around the instructional content of the presentation. Slide 39 lists the
intelligences present in Gardner’s theory. I then move forward by defining each and providing
techniques that appeal to each type of intelligence (slides 41-49). I close the bookend by
reinforcing the list of intelligences present in Gardner’s theory on slide 49. This is intended to
help audience personality types that want an overview up-front (Abela, 2008, p.21). This also
helps me articulate the conclusions I want my audience to adopt so they can understand what this
information means (Duarte, 2008, p. 68).

6. Graphics
Decision #1 – Unity
Each image in the presentation is relevant and supports and illustrates the content and concept
(Abela, 2008, p. 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, p. 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 from one another. My strongest example of this technique is shown in
slides 6&60. Other examples include 5&58, 39&49, and 23&59.
Decision #2 – Color transitions
The presentation begins in black and white and slowly changes to sepia, and then to color. This is
an unspoken signal to the audience that something has changed. The black and white images
represent a time of sadness when Jade is struggling in school (slides 2-11). The sepia colored
photos are an area of transition as things start to change (slides 12-14). Once she embraces the
change and finds things she enjoys, the presentation is then in full color (starting on slide 16).
Although I want the color transitions to signify change, I also want to make the movement from
slide to slide as seamless as possible (Vernallis, 2004, p. 28). John Medina’s statements also
support this decision. When exploring how pictures transfer information, he writes, “We pay lots
of attention to color” (2009, p. 237). I chose to leverage this observation by communication
through the use of color alone.
I use color in text to make a statement as well. I only use colored text in two places, the title slide
is meant to give an air of personalization, and the red text on slide 4 is meant to show the negative
and overwhelming impact of the point. By using this technique sparingly, I create a greater
overall impact of the meaning through color.
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, p. 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, p. 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, p. 108). For example, when I introduce Jade, the main focal point of the slide is her
image. The placement of her image and hand guides the audience’s eyes to the text (slides 2-3).

7. Text
Decision #1 – Using her own words
After considering the type of relationship I want my presentation to have with my audience
(Duarte, 2008, p. 14) I decided my character should tell the story through her own words. I want
to create a connection to Jade so the audience feels like they really know who she is; this helps
me involve people in my presentation (Abela, 2008, p. 64).
Decision #2 – Minimal text
Other than the Example portion of Abela’s S.Co.R.E. method, I use text minimally (Abela, 2008,
p. 112). This technique produces a visually rich and professional presentation. As Duarte points
out, presentations are a “glance media.” Therefore I use minimal text to impart my message in
approximately 3 seconds (Duarte, 2008, p. 140). Slides 2-4, 7, 11, and 16-18 are my strongest
examples.
Decision #3 – Empowering language
To communicate effectively and engage my audience’s emotions (Abela, 2008, p. 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, p. 15).
My best examples of this are during the conclusion where my choice of words is meant to impart
a sense of immediacy, energy, and desire. Examples include:
• “…live life well.” Slide 57
• “…learn well.” Slide 58
• “…to teach, think, dream, and live…” Slide 60

8. Layout
Decision #1 – Consistency
I address placement and consistency issues in all decisions; each slide reinforces the main
message (Abela, 2008, p. 137). I chose large and impacting images (slides 4, 7, 14, 16-19, 50, 58)
to remain in alignment with a Ballroom style presentation as defined by Abela (2008, p.112-113).
My visual consistency increases the clarity of the presentation and therefore increases how well
my information is conveyed (Duarte, 2008, p. 88).
Decision #2 – Simplicity of design
Where relevant, each slide exemplifies contrast (slides 4, 23, 49, 59, and slides with only text),
flow (slides 2-3, 4, 8, 11, 53, 60), hierarchy, unity, proximity (slides 27, 39, 49), and white space
(all slides with text only: 15, 20-22, 24, 28-29, 34-36, 51, 54-56) as defined by Duarte (2008, p.
92). Each slide also exemplifies simplicity of design and complexity of detail (slides 2-4, 7, 11,
16-17, 26, 58) (Abela, 2008, p. 138).
Decision #3 – Visual flow
I placed objects on the slide (graphics and text) to create an ease of movement for the eye (slides
2-4, 7-9, 11, 16-18, 26, 30, 33, 53). It matches the natural flow of our eye so the audience knows
in which order to process the information (Duarte, 2008, p. 92). I placed each object to help guide
a viewer’s eye across the slide; this helps roadmap their experience (Abela, 2008, pp. 134). I paid
special attention to the images of people to ensure they are always facing the slide/text (Duarte,
2008, p. 97). My strongest examples are on slides 5, 9, 25-26, 39, 42, 45). There is an exception
to this rule; on slide 11, Jade is looking off the slide. This was done intentionally to tell that
audience that she is lost and is searching outside of her normal confines for a solution.
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.

9. Peer Review Results
Peer One: A-Ming
Peer Two: Kay
1. In what ways is the sequencing successful or unsuccessful? What can I improve?
Peer One: I think it is quite successful. You are telling people a story from child to adult.
By using this story to teach people, I can feel what you want to say to others from first few
pages. I think this is very helpful for young.
Peer Two: I think your overall sequencing is successful - the first three slides make a very
powerful opening and the story unfolds in a logical way. The why->what->how->review->
order of instruction worked well for me. I really don't have any suggestions to improve your
sequence.
Changes Made: None
2. Is it instructional rather than only informational? What can I add to ensure my
instructional message is clear and that all instructional aspects are included?
Peer One: I think at beginning, it is informational, but in the middle it became instructional.
You clearly tell people about Dr. Gardner said. Although I don’t know him, you convinced
me when I saw “Dr.”
Peer Two: I agree with A-Ming. It starts out informational and becomes instructional later
on. That in itself is not a problem because the story at the beginning is engaging. However,
I felt that you are making your audience wait a little too long to find out what the
presentation is really about. You risk losing some of your audience (mind those Intuitors!)
by not making the point clear closer to the beginning (although you may successfully
counteract that with the suspenseful music and beautiful pictures).
Changes Made: Based on the information from Peer Two, I added mention of the theory on
slide 10. Before this change, I did not mention the theory until slide 25.
3. Are the graphics, text, and layout successful? What can I do to improve it?
Peer One: I think your photos are so great. I am totally attracted with those pictures,
especially at the beginning. I want to use "fall in love with the photos", but I don't know is it
proper...hahaha. When I saw the fifth photos, I got one word in my mind and that is
“amazing.”
Peer Two: I thought the graphics, text and layout were all lovely. A couple of things: on
slides 23 and 24 you reverse the direction she's facing which would be completely fine and
unremarkable, except that the model has that prominent birthmark on her upper lip making
it obvious that you flipped the photo. It's one of those things that matters so little, you may
not want to do anything about it. I like the effect of her looking one direction and then the
other, and that's more important that a small detail that I only noticed the second time
around. On slides 35 and 36 you use the same photo and keep the text layout the same, but
place it on opposite sides of the slide. I think that would be more successful if there were
more symmetry - change the direction of the text, and/or use a different photo in which she

10. leans in the other direction (I think it would be harder to get away with flipping this photo
without your audience noticing). Bouncing the picture from side to side gives those two
slides a kind of screensaver effect.
Changes Made: I did not make the change suggested by Peer Two. She is correct in the
fact that the birth mark is obvious, and it’s obvious I flipped the picture. But in keeping the
image un-flipped, Jade would no longer be looking in towards the slide. The example cited
by Peer Two about slides 35 and 36 is successful because Jade is facing the camera.
4. What are your thoughts about my use of font?
Peer One: I love your font, which corresponds to your graphics, even though sometimes it
will be a little bit difficult for me to read. I don’t think there will be problems for others. I
think sometimes you can use different colors on your font just like slide 3. Another thing is
that I feel that red may be a little bit too shiny on black-and-white photos.
Peer Two: The font works well. It's a casual, handwritten style that reinforces the personal
story that the narrator is sharing with us.
Changes Made: I agree with Peer One that it’s difficult to read. I don’t think the actual
letters are difficult to read, but the punctuation is. However, I elected to keep it because it
reinforces that the story is a personal tale being told by someone. I did however add a title
slide that uses a structured font, and I used a structured font for the Media Credit slide.
Hopefully this will create a juxtaposition and alert the audience that the story is inside a
presentation and is not standing on it’s own. And it allowed me to add my name to the
presentation ;-)
I also chose to keep the red font. I only use colored text in two places, the title slide is
meant to give an air of personalization, and the red text on slide 4 is meant to show the
negative and overwhelming impact of the point. I feel that using other colors or more colors
will take away from this choice.
5. In general, what can I do to ensure it’s worthy of submission to the Slideshare
“World’s Best Presentation” competition?
Peer One: I think you did a very good job, but I think it’s a little bit too long for me.
Congratulation. I like you presentation a lot.
Peer Two: My number one suggestion for making this the world's best presentation would
be to introduce the topic of multiple intelligences earlier in the story. It will keep your
audience from tuning out or wondering where the story is going.
Changes Made: I slightly agree with Peer One. The presentation is 7 minutes which is only
slightly longer than the Pecha Kucha method. I shoes to keep it the same length to prevent
moving through images too quickly.
I made the change suggested by Peer Two.

11. Bibliography
Abela, A. (2008). Advanced Presentations by Design: Creating Great Presentations. San
Francisco: Pffeiffer.
About Derek. (2008). Retrieved March 29, 2010 from Derek Paravicini:
http://www.sonustech.com/paravicini/.
Alonzo Clemons. (2009). Retrieved March 29, 2010 from Artsales.com: http://www.artsales.com/
artists/alonzo_clemons/index.html.
Armstrong, T. (2000). Multiple Intelligences. Retrieved March 29, 2010 from Dr. Thomas
Armstrong: http://www.thomasarmstrong.com/multiple_intelligences.htm.
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Brualdi, A. C. (1996). Multiple Intelligences: Gardner's Theory. Retrieved March 29, 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.
Reynolds, G. (2008, March 28). Retrieved April 25, 2010. Authors@google: Garr Reynolds.
Retrieved from http://www.youtube.com/watch?v=DZ2vtQCESpk.
Smith, M. K. (2008). Howard Gardner, Multiple Intelligences and Education. Retrieved March
29, 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.
Stock Xchng. (2010). Retrieved March 29, 2010 from Search : http://sxc.hu/.
SUMIT Compass Points Practices. (2000). Retrieved February 20, 2010 from Project SUMIT:
http://pzweb.harvard.edu/research/sumit.htm.
Vernallis, C. (2004). Experiencing Music Video: Aesthetics and Cultural Context. New York,
NY: Columbia University Press.

12. Appendix A
Abela Worksheets
Worksheet A.1a. Audience Personality Type
Audience Personality Type
My primary audience includes instructional designers who are
new to, or interested in, Dr. Gardner’s Theory of Multiple
Intelligences. This audience is likely interested in why and how
the theory impacts learning.
Unknown / Varies
My secondary audience includes anyone who is interested in Dr.
Gardner’s Theory of Multiple Intelligences. This audience is
likely in the field of education and is interested in why and how
the theory impacts learning.
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
Howard Gardner’s theory of Multiple Intelligences has improved the world of education by increasing
SATs scores, parental participation, and discipline. It impacts educators, trainers, instructional designers,
parents, and students. These roles are vast and broad; therefore, my audience must be broad and all-
inclusive. I must appeal to all personality implications as defined by Andrew Abela.

13. Worksheet A.2. From-To Think-Do Matrix
From To
Think Linguistic and logical-mathematical
intelligences are the primary
determinates of success and are the
only areas that require attention and
measurement.
Appealing to multiple intelligences as defined
by Howard Gardner will better serve students,
appeal to larger audiences, and is more likely to
keep learners engaged. Focusing on other types
of intelligences broadens the educational
spectrum and enables more student types to
learn in ways that appeal to their learning
styles.
Do Strictly adhere to templates and
existing standards regardless of
content or subject matter
Design, create, and implement creative training
materials that appeal to a variety (over 4) of
Gardner’s multiple intelligences.
Do Teach with an end goal of
passing departmental or
governmental structures and
tests.
Teach with an end goal of keeping students
who have a variety of learning types engaged.
This increases the likelihood of retention and
true learning.
Do Create training material or teach
with training material that
appeals to the common learning
styles of auditory, visual, and
kinesthetic learning styles.
Design, create, and implement creative training
materials that appeal to a variety (over 4) of
Gardner’s multiple intelligences.

14. Worksheet A.3. Audience 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.
Worksheet A.4. Spectrum of Solution Contributions
This presentation will provide a foundation and framework for guiding anyone in the
field of education. 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 anyone who is new to the field of education or who is
interested in learning about more complex fundamentals of education, thus providing a
foundation for future professional development.

15. Worksheet A.5. Solution Evaluation
Although this presentation appeals to a variety of audiences, for the purpose of
identifying solution evaluation, I’ve narrowed the focus of this section to my primary
audience of instructional designers.
Option 1 Option 2 Option 3
Evaluation Criteria
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 a minimum of 8
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.
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.
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.
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 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.
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.
Revenue The compilation of these evaluation
criteria results in increased revenue.

16. 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://c2workshop.typepad.com/weblog/2009/11/multiple-intelligences---
looking-within-ourselves.html
o http://www.absoluteastronomy.com/topics/Theory_of_multiple_intelligenc
es
http://www.sonustech.com/paravicini/index.html
http://artsales.com/ARTists/Alonzo_Clemons/Prodigious_Savant_Sy
ndrome.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

17. Worksheet A.7 Stakeholder Analysis
For the purpose of identifying stakeholder analysis, I’ve narrowed the focus of this
section to my primary audience of instructional designers in a corporate atmosphere.
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