1. Instructional Design for Culturally Diverse Online Learners Devshikha Bose Department of Educational Leadership and Instructional Design Idaho State University United States bosedevs@isu.edu 8/6/20151 Devshikha Bose~ Global Learn Asia Pacific 2010

2. Brief overview Cultural differences Culture and the use of technology Culturally sensitive instructional design Multiple intelligences Conclusion 8/6/20152 Devshikha Bose~ Global Learn Asia Pacific 2010

3. Cultural differences Increase in globalization Educational materials and technology created in one part of the world can be useful in another ? Instructional designers fail to recognize cultural diversity Alienation of many learner groups 8/6/20153 Devshikha Bose~ Global Learn Asia Pacific 2010

4. Cultural differences Learners coming from diverse communities may bring with them culturally ingrained concepts about learning and how learning is achieved Hall’s division of cultures into groups – high and low context Internet is not a culturally neutral space 8/6/20154 Devshikha Bose~ Global Learn Asia Pacific 2010

5. Cultural differences Communication gap created by a cultural gap between culturally diverse participants Difference in the acquisition and developmental patterns between conversational and academic language The concept of literacy is acquiring new dimensions with the advent of growing technology 8/6/20155 Devshikha Bose~ Global Learn Asia Pacific 2010

6. Cultural differences Visual and electronic literacy are new genres which are neither oral nor written but lie intermediate 8/6/20156 Devshikha Bose~ Global Learn Asia Pacific 2010

7. Culture and the use of technology Access to technology is not evenly distributed throughout the world “Technology divide” between the technological haves and have-nots Hofstede’s ideas about individualism verses collectivism, and individual ambiguity tolerance/intolerance level as a cultural dimension on online learning 8/6/20157 Devshikha Bose~ Global Learn Asia Pacific 2010

8. Culture and the use of technology Cultural dimensions are significantly related to some perceptions about culture in an online learning environment Western notions of efficiency and may prove inefficient for international students Electronic communication lacks certain basic human communication elements like context perception, parallel visual channels, direct eye contact, use of gestures, and side talk 8/6/20158 Devshikha Bose~ Global Learn Asia Pacific 2010

9. Culture and the use of technology Certain groups are found to be better online communicators than others 8/6/20159 Devshikha Bose~ Global Learn Asia Pacific 2010

10. Culturally sensitive instructional design Learning is a form of enculturation - Vygotsky Lave and Wenger’s concept of situated cognition Henderson’s (1996) multiple cultural model of instructional design Design should reflect the multicultural social realities, include multicultural ways of teaching-learning 8/6/201510 Devshikha Bose~ Global Learn Asia Pacific 2010

11. Designers should not unintentionally misuse symbols, colors, or metaphors which may offend or alienate learners Keep the tone, style of communication, design, and layout of user interfaces as culturally sensitive as possible Culturally sensitive instructional design 8/6/201511 Devshikha Bose~ Global Learn Asia Pacific 2010

12. Design considerations Learner’s familiar environment Cultural concepts of the use and view of time Expectations from and the role of the teacher Kinds of assessment tasks Role of feedback Rewards Locus of control Cognitive style, 8/6/201512 Devshikha Bose~ Global Learn Asia Pacific 2010

13. Design considerations Planning for flexibility and adaptation Flexibility of learning goals and modes of assessment Acquire a deeper understanding of (designer’s) own culture and ancestry Preconceived notions about the target audience’s culture should be removed 8/6/201513 Devshikha Bose~ Global Learn Asia Pacific 2010

14. Design considerations Remind oneself about his/her prior knowledge about human beings and social interaction in general Design should not be based on what one believes to be true but should rely on facts Context of the situation and the background of the target audience should be noted 8/6/201514 Devshikha Bose~ Global Learn Asia Pacific 2010

15. Design considerations Be creative in approach while keeping in mind design foundations like the ADDIE Collaboration with indigenous community members may help reduce cultural misunderstandings Students’ capacity to construct their own knowledge should be recognized 8/6/201515 Devshikha Bose~ Global Learn Asia Pacific 2010

16. Design considerations Authentic learning activities should be designed which build on already existing skills, community values, and problems Create an interactive, dialogic approach which involves the community Collaborate on authentic tasks and projects Flexible tasks Learners to share the knowledge they have constructed with others 8/6/201516 Devshikha Bose~ Global Learn Asia Pacific 2010

17. Design considerations Authentic services like create websites for community organization or engage in “chat” sessions with other learners from diverse cultures Different forms of support both within and outside the community which can help scaffolded learning Awareness of learner needs especially of those learners who are new to the online environment and need technology skills support 8/6/201517 Devshikha Bose~ Global Learn Asia Pacific 2010

18. Design considerations Websites and other electronic media should have maximum clarity and ease of use Simplicity and clarity of design, with the requirement for minimum technical equipment should be the aim Provide for multiple modes of communication with tutors and other students 8/6/201518 Devshikha Bose~ Global Learn Asia Pacific 2010

19. Design considerations Aim should be to design a human-human rather than a human-computer interaction system Cultural stereotypes and expectations attached to them should be avoided Predictable regularity in activities and assignments expected from students Rules or standards of good net etiquette should be established in order to avoid possible misunderstandings. 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 19

20. Design considerations Learner control over learning and realization of self-progress meta-communication within the course design, where the content and process of the course can be discussed and suggestions for change included. variety of resources so as to ensure that learners are able to get multiple views of the subject matter 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 20

21. Multiple intelligences (MI) All humans possess at least eight different types of intelligences which provide them a variety of ways valued by a community or culture, to learn and demonstrate their learning Learner-centered teaching and problem- solving activities 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 21

22. Multiple intelligences MI classroom can be especially useful for learners coming from diverse cultural backgrounds which have unconventional parameters of judging intelligence 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 22

23. MI & ESL Four advantages of applying the theory of MI for teaching ESL students – help learners better appreciate and assess their personal strengths – learning preferences – needs – goals 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 23

24. MI & ESL Use MI as a theoretical base to structure courses which can cater to the requirements of a wide range of learners Collaborative learning and communicative activities Learner can take control over his/her own learning by working with the teacher to identify learning styles, preferences, needs, and goals 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 24

25. Conclusion Culturally sensitive instructional design approaches should be applied to meet up the challenges of creating a culturally unbiased curriculum. Learner-centeredness and flexibility of design and execution is the key to attaining success when dealing with diversity. 8/6/2015 Devshikha Bose~ Global Learn Asia Pacific 2010 25