Module 6 Discussion

Global Learning and Cultural Diversity

Consider the following scenario:

A high school technology class in the United States was participating in an online project with a class in an Arab country where the students worked in small groups to create a video presentation. As the project progressed, the American teenaged boys found the girls in their group to be fascinating and started flirting cautiously with them. The Arab teachers were so distraught with the situation; they withdrew their students from the project.

In thinking about the outcome of this scenario, what led to the withdrawal of the Arab class? What might have been done to prevent the outcome? As a teacher, how do you recover from this?

One of the benefits of providing training and learning opportunities for employees or students online is that students are not bound by geographical location. Course participants can live anywhere in the world, which provides rich learning experiences but also provides challenges. Instructional designers must be culturally sensitive in the development of assignments, instructions for engagement, and assessments.

To prepare:

Consider how eLearning courses can include global learning communities. Reflect how cultural diversity might impact eLearning design. Think about times when what one considers a “best practice” of eLearning design might result in culturally-based issues.

By Day 3 of Week 11:

Post a fictitious eLearning scenario exploring potential misunderstandings in the design of eLearning courses with potential international audiences. For example, in an eLearning course, requiring course participants to develop lessons that have mixed gender audiences may not be appropriate in some cultures. (Note: Keep descriptions of culture generalized. Do not mention specific countries, race, or cultures. Instead, identify characteristics of a culture to share the parameters).

 

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