The impact of cultural issues on learning object design and development
Mei Qi, Tom Boyle, Yong Xue
Learning Technology Research Institution
London Metropolitan University
Introduction
Cultural diversity exists in education and e-learning
Quality of e-learning should be equal for all
Cultural perspective is demanded for reusable learning objects
Culture “…, is that complex whole which includes knowledge, belief, morals, law, custom and any other habits and capabilities acquired by man as a member of society”. ----- the first anthropological definition of culture by E. B. Tylor in 1871
“… is the collective programming of the mind that distinguishes the members of one group or category of people from another” (Hofestede 1991).
Meaning of Learning object
A Learning object is an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts. (Polsani 2003)
A Learning object is about pedagogy
A Learning object contains “micro-context”
A preliminary empirical study
LOs of Java Programming
LOs of Java Programming
London Metropolitan University
– in London, UK
Beijing Union University
– in Beijing, China
Used after translationUsed directly
Developed by LTRI
Translation of the learning objects from English to Chinese
Cultural diversity can be understood at different levels of learning objects
Pedagogical level – learning content, pedagogical pattern, teaching method, learning style, roles, etc.
Presentation level – language, navigation, layout of interface, etc.
Prerequisite level – infrastructure, learner attitude towards e-learning, computer skills and experience, etc.
Learning object design and development
Pedagogical design
Teaching and learning activity configuration
Implementation
The cultural influences on the design and development can be understood in a variety of levels
ConcreteImplementation
Configure Teaching/ Learning Activity
PresentationCultural Influence
Pedagogical Pattern
Pedagogical Design
Prerequisites
Culture-related variables affecting LOs design & development
Learning content Instruction Interaction Illustration and exercise Navigation Language Communication Motivation and stimulation Interface Infrastructure Personal needs and pre-knowledge
Generating LOs with cultural sensitivity
Meet the needs of learners who have different cultural background
Promote the quality of education for all learners equally
Enhance the reusability of LOs
Further work
Mapping the culturally-related variables to the design and development of learning objects
Using the generative learning object (GLO) authoring tool (developed by CETL) to realise the connection
Reference
Hofstede Geert (1994) Cultures and Organizations, Intercultural Co-operation and its Importance for Survival, Software of Mind, McGraw-Hill International, UK
Polsani P. R. (2003) Use and Abuse of Reusable Learning Objects, Journal of Digital Information, Volume 3 Issue 4,
Tylor, Edward Burnett (1871) Primitive culture: researches into the development of mythology, philosophy, religion, art, and custom, London : Routledge/Thoemmes, 1994, vol. 2
LTRI website – http://www.londonmet.ac.uk/ltri/
CETL website -- http://www.rlo-cetl.ac.uk/index.htm