1. Cultural Dimensions to Multimedia Design MEMO Conference October 18, 2001 Davina Pruitt-Mentle Educational Technology Outreach http://www.edtechoutreach.umd.edu/

2. October 18, 2001MEMO: Davina Pruitt-Mentle 2 What does culture have to do with education?

3. October 18, 2001MEMO: Davina Pruitt-Mentle 3 Cultural Dimensions to Multimedia Making learning resources more accessible and flexible to a wide range of learners is a major concern of educators today. In order to do this- “...educators must recognize that ‘their ways’ our ways that are usually based on values and principles that may differ then others. And others ways are just as important. Brislin & Yoshida (1994) call this process ethnorelative

4. October 18, 2001MEMO: Davina Pruitt-Mentle 4 The way to deal with diversity is not to deny it or ignore it, but to learn about differences so they don’t impair communication

5. October 18, 2001MEMO: Davina Pruitt-Mentle 5 The first step in effective intercultural communication is acceptance of diversity To do this one must: Examine your own values Examine values of others Look at the implications of these values for education Determine where the differences lie Determine how to best overcome the differences

6. October 18, 2001MEMO: Davina Pruitt-Mentle 6 Outline Miscommunication overview –Examples of miscommunication –High vs. Low Context Design Suggestions Hofstede’s 5 cultural Dimensions as related to websites

7. October 18, 2001MEMO: Davina Pruitt-Mentle 7 Cross-Cultural “Cross Wiring” Language –spoken –written –symbols Non-verbal communication –body –facial expression –gestures Symbols – company logos –religious images –flags

8. October 18, 2001MEMO: Davina Pruitt-Mentle 8 Spoken & Written Language  All languages have a number of forms/styles and different registers for different types of situations  Diglossia/multiglossia-custom of using different languages for different purposes (Fishman, 1971a)  Spanish  English  formal  informal  colloquial  regular  Different dialect/ different sub-cultures  American vs. English (British)  Northern vs. Southern vs. Cajon vs. “street”

9. October 18, 2001MEMO: Davina Pruitt-Mentle 9 Spoken & Written Language: Language Reflects Environment Amazon area -no word for snow Americans - snow, powder snow, sleet, slush, blizzard, ice In Northern Germany, “ein Glas Weisswein bitte” (a glass of white wine, please) or specify Moselwein or Rheinwein In Southwest Germany- expected to specify type of wine, vineyard and year

10. October 18, 2001MEMO: Davina Pruitt-Mentle 10 Spoken and Written Language: We Translate Concepts That Fit Our Priorities Navajo do not have a word for late (time is relative) Mandarin Chinese, one word (qing) represents various hues of blue and green Americans tomorrow means midnight to midnight Spanish-speaking mañana means in the future Chinese do not have a word for communication –letter exchange –transportation traffic Administration (educational setting) –American  superintendent/ dean –French  upper-level clerical staff

11. October 18, 2001MEMO: Davina Pruitt-Mentle 11 Written Communication Understand Patterns of Organization –East Asian cultures organize material based on relationships rather than on linear progression –Canadians like to have recommendations at the beginning of a report

12. October 18, 2001MEMO: Davina Pruitt-Mentle 12 Written Communication: Dates American - May 6, 2010 or 05/06/2010 German - 6. Mai 2010 or 6.5. 2010 International (increasing usage) 2010 May, 6 or 2010, 05, 06

13. October 18, 2001MEMO: Davina Pruitt-Mentle 13 Spoken and Written Language: High-Context vs. Low-Context Edward Hall, distinguished cultures on the basis of the role of context in communication –High-Context - less words more “other clues” (ex. Japan) –Low-Context - words, words, words (ex. German Swiss) –US middle of the Low-context range

14. October 18, 2001MEMO: Davina Pruitt-Mentle 14 High - Context View word-level-only messages as unsophisticated, childish, and rude Prefer-allusion to classical texts, parables and proverbs, understatements and antiphraxis (saying something in terms of what it is not) Asian thought pattern - negative space “I have some small experience in that”- world-famous mathematician’s life work

15. October 18, 2001MEMO: Davina Pruitt-Mentle 15 Spoken Language: Why is this important for educators regarding multimedia? Verbal (audio) now part of multimedia Like Assistive technology - can choose gender/dialect Translator difficulties –order of words varies in different languages –translation can not interpret formal vs.. informal

16. October 18, 2001MEMO: Davina Pruitt-Mentle 16 Non-Verbal Communication  Body  Facial Expression  Gestures

17. October 18, 2001MEMO: Davina Pruitt-Mentle 17 Non-Verbal Body Language  Rules regarding standing and position distance  Face-on for Arabs  45 degree angle for Anglo- Saxons  Side-to-side for Chinese

18. October 18, 2001MEMO: Davina Pruitt-Mentle 18 Non-Verbal Communication Smiling in Japan is strongly associated with nervousness, social discomfort, or sorrow

19. October 18, 2001MEMO: Davina Pruitt-Mentle 19 Non-Verbal Body Language In Buddhist Thailand never cross legs The sole of the foot is the furthest part from heaven and the least sacred. To show the bottom of the foot to someone is to show disrespect

20. October 18, 2001MEMO: Davina Pruitt-Mentle 20 Non-Verbal Communication In Asian and Middle- eastern cultures it is appropriate for the same sex to walk hand in hand but not the opposite sex

21. October 18, 2001MEMO: Davina Pruitt-Mentle 21 Symbols El Dia de Los Muertos, the Day of the Dead, is a fiesta with deep meaning to Mexicans China, death is not mentioned even by homonym (words that sound like other words)

22. October 18, 2001MEMO: Davina Pruitt-Mentle 22 Symbols: Hand Gestures: emblems  V-for victory in US is obscene in some European countries

23. October 18, 2001MEMO: Davina Pruitt-Mentle 23 Symbols, Idioms and Metaphors Americans use militaristic origin terminology Many cultures choose a more cooperative approach

24. October 18, 2001MEMO: Davina Pruitt-Mentle 24 Symbols, Idioms and Metaphors Sports have provided U.S. with numerous metaphors Many cultures do not understand baseball/football terms like: Bases are loaded Got to first base Out in left field Third down, nine to go

25. October 18, 2001MEMO: Davina Pruitt-Mentle 25 Hofstede’s Dimensions of Culture Dutch cultural anthropologist 1978-1983 rated 53 countries identified 5 cultural dimensions rated on indices for each dimension normalized to values (0 to 100)

26. October 18, 2001MEMO: Davina Pruitt-Mentle 26 Hofstede’s Five Dimensions Power Distance Individualism vs. Collectivism Masculinity vs. Femininity Uncertainty Avoidance Long- vs. Short-Term Time Orientation

27. October 18, 2001MEMO: Davina Pruitt-Mentle 27 Power Distance High Power Distance cultures believe that the more powerful people must be deferred to and not argued with, especially in public –Based on gender, age, seniority, position Low Power Distance cultures believe ideas/people are assumed to be equal

28. October 18, 2001MEMO: Davina Pruitt-Mentle 28 Power Distance High Power

29. October 18, 2001MEMO: Davina Pruitt-Mentle 29 Power Distance Low Power

30. October 18, 2001MEMO: Davina Pruitt-Mentle 30 Individualism vs. Collectivism High Individualist

31. October 18, 2001MEMO: Davina Pruitt-Mentle 31 Individualism vs. Collectivism Low Individualist

32. October 18, 2001MEMO: Davina Pruitt-Mentle 32 Individualism vs. Collectivism Political Message

33. October 18, 2001MEMO: Davina Pruitt-Mentle 33 Masculinity vs. Femininity Masculine roles –assertiveness –competition –toughness Feminine roles –home and children –people –family

34. October 18, 2001MEMO: Davina Pruitt-Mentle 34 Masculinity vs. Femininity High masculinity

35. October 18, 2001MEMO: Davina Pruitt-Mentle 35 Masculinity vs. Femininity Medium Masculinity

36. October 18, 2001MEMO: Davina Pruitt-Mentle 36 Uncertainty Avoidance The extent to which uncertainty and ambiguity are tolerated

37. October 18, 2001MEMO: Davina Pruitt-Mentle 37 High Uncertainty Avoidance: Collectivism

38. October 18, 2001MEMO: Davina Pruitt-Mentle 38 Low Uncertainty Avoidance: Individualism

39. October 18, 2001MEMO: Davina Pruitt-Mentle 39 Short/Long Term Time Orientation Short Term

40. October 18, 2001MEMO: Davina Pruitt-Mentle 40 Short/Long Term Time Orientation Long Term

41. October 18, 2001MEMO: Davina Pruitt-Mentle 41 Conclusions Become familiar with your own values Explore and recognize the values of others Understand the implications of these values for education Determine where the differences lie Determine how to best overcome the differences –Expose students to diverse resources –Choose diverse examples –Examine “cultures” within your school –Consider/”double check” your design strategies