Graphics Programs Reference
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changes in the virtual environment, where students
often engage without observation or direct guid-
ance from the teacher. The creator of a virtual
learning environment must make certain assump-
tions. These assumptions are not small, but deal
with the very nature of knowledge and knowing.
These assumptions must be acknowledged and
employed to guide the construction of virtual
learning environments.
to solve problems in a way that demonstrates their
systematic understanding of a body of knowledge.
In general, postmodernists believe that reality
is a human creation that is socially constructed.
The postmodern view that reality changes-and is
constructed differently by each individual-neces-
sitates less structured, more individually-oriented
learning environments that provide student choice
and serve to rely on the strategy of gradually al-
lowing the learner to explore existing knowledge
structures as they create their own knowledge
structures. The focus is on the learner ultimately
generating his or her personal knowledge from
existing knowledge and information they encoun-
ter. Context often provides the social element for
construction (Ozmon & Craver, 2007).
Virtual environments exemplify postmodern
belief. This highly changeable and infinitely
responsive environment is wholly constructed
by the mind of the author and then reconstructed
by the mind of the visitor. The notion that rigid
structure may be applied in this environment is
only a computer virus away from changed real-
ity. It is of great concern to the author that these
virtual learning environments seek to develop
whole, rather than partial constructions of reality,
knowledge and knowing.
DIgITAL INTeLLIgeNCe:
A ReSPONSe TO DIgITAL
eNVIRONmeNTS
In a previous discussion, Adams (2004) put forth
the notion that a new intellectual style is emerg-
ing as a response to the interaction with digital
technologies. Using the established Multiple
Intelligences theoretical framework developed by
Gardner (1993), it was argued that by recognizing
a meta-intelligence termed Digital Intelligence,
development of effective teaching and learning
strategies to accommodate this new intellectual
style would emerge. The model presented here
seeks to serve this purpose and to further this
argument.
THe CONFLICT
DIgITAL eNVIRONmeNTS
DeSIgNeD FOR LeARNINg:
SUPPORTINg THeORIeS
The basic philosophical conflict in construction
of virtual learning environments lies in the basic
belief about what is considered knowledge, the
structure of that knowledge, and what knowledge
should be valued or championed. This may be il-
lustrated by a brief discussion of the modern and
postmodern views about reality and knowledge.
Modernists believe that reality exists objec-
tively and generally believe that knowledge has
a definable structure. They believe it is the charge
of the teacher to either lead or facilitate inquiry
for students to discover this pre-existing structure
and incorporate it into their own knowledge base
The modern-postmodern conundrum is easily
demonstrated by past and present approaches to
the construction and use of online learning en-
vironments. Technological skill and educational
expertise have not always been of equal measure
in creating online learning environments. Those
who could manipulate computer code were not
necessarily versed on educational theory, and
those who held reasoned philosophically grounded
views on the nature of teaching and learning were
rarely immersed in software design. Surely, with
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