Henderson (2006). Theorizing a Multiple Cultures Instructional Design Model for E Learning and E-Teaching.

Henderson, L. (2006). Theorizing a Multiple Cultures Instructional Design Model for E Learning and E-Teaching. In A. Edmundson (Ed.), Globalized E-Learning Cultural Challenges (pp. 130-153). Hershey, Pennsylvania: Idea Group Inc.

“… inadequacy of multicultural and internationalization instructional design models …” (p 130)

“… the manifestation of the patterns of thinking and behavior that results through a group’s continuing adaptation to its changing social, historical, geographic, political, economic, technological, and ideological environment.” (p 131)

“What continues to be experienced on a global scale can be identified as a culturally-blind or unintentional exclusion of issues of culture that result in exclusionary and culturally-homogenous educational e-learning resources.” (p 131-132)

“Tokenism … In an attempt to localize the courseware, superficial cosmetic changes, such as modifications to the coloring, hair, or eyes of graphic characters and incorporation of the targeted e-learner’s music …” (p 132)

“… understanding could be adversely affected if the elements were used in educational Web materials. … However, with the multiple cultures model, both conditions would be weighed and found in favor of cognitive attention-grabbing design …” (p 133)

[Heading: “Stereotyping” (p 133)]

[Heading: “Multiple cultures theoretical model for e-learning” (p 135) …]

“One of the major problems with the multicultural and internationalization models is their avoidance of the cognitive, pedagogic, and epistemological aspects of the various cultural educational contexts.” (p 135)

“… a mix and match between the global academic or training cultures and those of the e-learners is called for in developing and implementing the multiple cultures model.” (p 135)

[Heading: “Epistemology and standpoint epistemologies” (p 136)]

[Heading: “Indigenous and ethnic minorities” (p 139) …]

“… each has to recognize the value in the bi-cultural practice.” (p 140)

[Heading: “Eclectic pedagogic paradigm and e-instructional design” (p 141) …]

“… an eclectic blend of behaviorist, constructivist, and social constructivist pedagogies reflects reality and thus sits convincingly in an interactive multimedia, online, and/or blended curriculum …” (p 141)

“… social presence, defined as ‘the degree to which an individual is perceived or experienced as a ‘real’ person,’ is understood to be a more significant factor in engagement and learning outcomes.” (p 146)

“… warm demanders …” (p 146)

Selected references

  • Ally, M. (2008). Foundations of educational theory for online learning. In The theory and practice of online learning (2nd ed., pp. 15-44). Athabasca, Alberta: Athabasca University Press. Retrieved from http://www.aupress.ca/index.php/books/120146
  • Henderson, L. (1996). Instructional design of interactive multimedia: A cultural critique. Educational Technology Research and Development, 44(4), 85-104. doi:10.1007/BF02299823
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