EDUI 6500 - Presentation and Discussion Assignment INTERACTIVE PDF CULTURAL DIMENSIONS OF LEARNING: Addressing the Challenges of Multicultural Instruction By: Patrick Parrish The COMET Program, USA Jennifer A. Linder-VanBerschot University of New Mexico, USA Presented by Maina Mucoki
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion INTRODUCTION: The Research The growing multicultural nature of education and Issue training environments makes it critical that instructors and instructional designers, especially those working in online Theoritical learning environments, develop skills to deliver culturally FrameWorks sensitive and culturally adaptive instruction. Methodology This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. Other Challenges The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modifjed Conclusion instructional design processes, and efforts to accommodate the most critical cultural differences Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion RESEARCH ISSUE Why Multicultural Education and Training is a The Research Growing Concern Issue Expanding world trade and globalization of industry, fjnance, and many professions are creating a world in which cross-cultural interactions occur more frequently than at any time in the past Theoritical (Friedman, 2007). As well, increasing specialization within many professions has led to a widely FrameWorks dispersed audience for targeted education and training. Certain factors leading to this concern: Methodology - Cheaper and simpler telecommunication - which enables cross cultural education - Professionals wishing to stay current in a certain fjeld or profession - Advancement in internet technologies and applications also lead to vrtual learning and telecommuting. Other Challenges This cross cultural learning environments leads: - To confmict due to content not aligned to the students own culture - To lack of instructional designers not having any or little cultural sensitivity in their training Therefore, Instructional Designers should become cognizant of how their own cultural Conclusion perspectives are represented in the design decisions they make. Furthermore, instructional providers should examine the assumptions they hold about how learners will and should respond, keeping an open mind for potentially unexpected responses Page 1 | Page 2 Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion RESEARCH ISSUE Sources of Thinking and Behavior The Research The sources of infmuence on thinking and behavior can be seen as existing at several levels, including human nature, Issue culture, and personality (Hofstede & Hofstede, 2005) . When people demonstrate differences or similarities, it is easy to confuse these levels because their Theoritical infmuences combine, making them diffjcult to distinguish. The resulting uncertainty can lead to false FrameWorks assumptions and diffjculties in interactions with others. This is just as true in education and training as it is in other life situations. Methodology Hofstede and Hofstede (2005) present these levels as a pyramid, with human nature as the base all people share, and personality as the peak, being unique to the individual. Culture forms an expansive middle portion of the pyramid, refmecting its multiple layers of group interactions (e.g., from national to local community). Human nature: come in the form of sensory capabilities and other Other Challenges CULTURE PERSONALITY physiological traits, as well as predispositions toward socialization, for example. Culture: PATTERNS OF THOUGHT & Tiere are many layers of culture, from work and family BEHAVIOUR cultures to community and regional cultures up to Conclusion national and even international cultures based on shared heritage and language. Culture is learned but is also constrained by human nature. Personality Individuals within cultures vary in ways that are as dra- HUMAN matic as the variations across cultures, and one can map Page 1 | Page 2 NATURE similar personality variations across difgerent cultures. Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion THEORITICAL FRAMEWORKS Cultural Dimension of Learning Framework (CDLF) The Research Adapted from the work of Hofstede and Hofstede (2005), Nisbett (2003), Levine (1997), Hall Issue (1983), and Lewis (2006), is useful for understanding the spectrum of cultural differences that impact the teaching and learning enterprise. Theoritical In this dimension Hofsted discuss: FrameWorks - the difference between values and practices as layers of culture - values(cultural) are acquired early in life and are the most enduring aspects of culture Methodology - practices - are the superfjcial rituals and norms that are more easily observed. CDLF is important for the instructional Designers/Providers: - to better understand their own cultural biases and to account for them in their practice. - there are 8 key cultlural dimensions in the framework, so that culturally based learning Other Challenges differences can be recognised when they manifest themselves, and each has to considered in every instructional design project. Conclusion Even with the frameworks varied dimensions, it does not begin to capture the cultural diversity that actually exists, unanticipated differences are likely. Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion METHODOLOGY Cultural Dimension of Learning Framework (CDLF) The Research Issue The Eight Dimension (questionaire) method of collecting data: SOCIAL RELATIONSHIPS: Theoritical • Cultural dimension, equality and authority FrameWorks • Individuality collectivism • Nurture and Challenge Methodology EPISTEMOLOGICAL BELIEFS • Cultural dimension stability seeking and uncertainty acceptance • logic and argumentation and being reasonable • Casulity and complex systems (analysis and holism) Other Challenges TEMPORAL PERCEPTIONS • Cultural dimension clock, time and event time • linear time and cyclical time Conclusion Page 1 | Page 2 | Page 3 | Page 4 Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion METHODOLOGY Social relationships The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion Page 1 | Page 2 | Page 3 | Page 4 Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction Patrick Parrish, The COMET Program, USA • Jennifer A. Linder-VanBerschot, University of New Mexico, USA The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion METHODOLOGY Epistemological Beliefs The Research Issue Theoritical FrameWorks Methodology Other Challenges Conclusion Page 1 | Page 2 | Page 3 | Page 4 Article Literature Review: Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction presented by Maina Mucoki Oct14
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