C Dinthe21st Century Pedagocial Issues

CULTURAL DIVERSITY CULTURAL DIVERSITY IN THE 21ST CENTURY IN THE 21ST CENTURY

PEDAGOGICAL ISSUES PEDAGOGICAL ISSUES IN DISTANCE EDUCATION IN DISTANCE EDUCATION

INSTRUCTIONAL DESIGN & DELIVERYINSTRUCTIONAL DESIGN & DELIVERY

M. Haire, Ph.D.Associate Professor of Political Science

& Director, TGOW Institute for Strategic

Learning, Research & DevelopmentItta Bena, MS

Friday, January 11, 2008Delaware Community College

CULTURAL DIVERSITY & PEDAGOGY IN THE 21ST CENTURY…CULTURAL DIVERSITY & PEDAGOGY IN THE 21ST CENTURY…

Our GoalOur Goal: To examines pedagogical adjustments pedagogical adjustments faculty must consider in designing & managing on-line courses that address the hard realities of cultural diversity in the 21st Century.

Such adjustments must not only account for course content themescontent themes, such as the infusion of reliable data that address the dynamic interplay of race, ethnicity, class, and gender relations in America and globally.

Concerns must also center on such critical matters as: Faculty professional development issues:Faculty professional development issues:Global disparity in technological access;Global disparity in technological access;Variances in computer-related skill levels; Variances in computer-related skill levels; Culturally-based learning styles; and Culturally-based learning styles; and Creative & alternative pedagogy that value Creative & alternative pedagogy that value cultural diversity among distance learners.cultural diversity among distance learners.

Valuing Diversity in the Shift from the Valuing Diversity in the Shift from the Traditional Classroom to Distance EdTraditional Classroom to Distance Ed


Traditional Classroom Traditional Classroom ActivitiesActivities

Required Physical Class RoomMeeting Space & Time

Required Text(s) & Materials

Formal Lectures & Moderated Group Discussions

Assessment Methods: Quizzes/Tests Homework Assignments Research Papers Projects/Demonstrations

Assessment Measures: Oral & Written Feedback/Grades Office Hours/Advisement

Distance Learning ActivitiesDistance Learning Activities

Internet Access: 24/7;

E-Mail & Video Conferencing

Required Text, CD-ROMs,

Assignment/Assessment Rooms w/ Supporting e-Tutorials

Bulletin Boards & Chat Rooms HTML & PDF Files Electronic Document Reader On-line Syllabus: Interactive Website(s): Faculty/Course On-line Texts & Materials Lecture Hall

Recommended Hot Links to WWW Course-specific Data


Lingering Realities of the Digital Divide Lingering Realities of the Digital Divide

““Typical” Distance Learner:Typical” Distance Learner:

The Non-traditional Adult The Non-traditional Adult Learner: A ProfileLearner: A Profile Average AgeAverage Age: : 25-35 yrs. old GenderGender: : 60%+ Female EthnicityEthnicity: : Inconclusive! DisabilityDisability: : 3 – 10% LocationLocation: : 67%+ live “w/in” 50

miles of campus Life RolesLife Roles: : 57%+ F/T

employed; 58 – 75% married Socio-economicSocio-economic: : Increasing

enrollment of disadvantaged students [i.e., Black & Hispanic]

Equitable Access: A MythEquitable Access: A Myth

HardwareHardware: Price Wars: Price Wars Toshiba, Dell, Gateway &

Apple, Sony, HP Software: Software: MS Office 2007 & Vista v. Corel & Mozilla ISP AccessISP Access: : High-speed, Wireless or Dial-up; DirectTV; AT&T; Comcast; EarthLink; HughesNet; DesignwareDesignware: : WebCT & Blackboard.com, Moodle; Communication/Networks:Communication/Networks:Yahoo! MSN; Google;


Noted Personal Traits:Noted Personal Traits:

Matured with digital entertainment age

Access to digital resources outside of schools

Accepts diversity Assertive and self-reliant Strongly independent Emotionally/intellectually

open Inclusive Freely expressive Tendency toward innovation Investigative

Noted Areas of Expertise:Noted Areas of Expertise:

Pac Man Sega Game Boy Play Station I & II X-Box 360 Cell phone Text-messaging Web Surfacing MySpace.com MyFaceBook.com Hip Hop/Rap Hard Rock Acid Jazz BET VH I

Enter Net Generation X: Enter Net Generation X:

Can teachers compete on-line for their attention v. mass media world?

Values & Cultural Group Norms: A Simple ComparisonValues & Cultural Group Norms: A Simple ComparisonAmerican

IndianEuropean American

African American

Asian/Pacific American

Hispanic America

Relations with Relations with PeoplePeople

Group Interdependence; Sharing & Giving

Individual; Independence;

Competitive

Group Interdependence; Group Effort Leads to Progress; Some

Individual Orientation

Reserved & Formal;Group

Interdependence; Group Effort &

Progress

Group Interdependence;

Group Cooperation

Time Time OrientationOrientation

Present-oriented;Here & Now;

Rational Order v. Deadlines

Future; Time is Precise & Measured in

Units

Past & Present;In Time v. On Time

Past, Present & Future; Time is not Always

Specific

Past & Present; Flexible, Vague &

Relative

CommunicatioCommunication Stylen Style

Silent Contemplation; Affection Not

Displayed PubliclySoft-spoken

Written Texts are Most Important

Oral; Participatory;High-keyed, Animated &

Confrontational; Designed to

Generate “Effect”

Emotions Controlled & Not Displayed Publicly;

Formal

Oral; Quiet & Low-Keyed;

Introspective; Reserved

Relation to Relation to AuthorityAuthority

Seldom Challenged;

Acceptance of Things as They

Are; Deference & Silence = Respect

Can be Challenged,

Worked Around, & Avoided

Beginning to Challenge

Never to be Challenged; To be

Obeyed & Respected

Seldom, if ever, Challenged; Deference &

Silence as Signs of Respect

ActivityActivity Relationship –oriented; Doing

through Sharing & Cooperation

Task-oriented for Personal, Emotional &

Material Rewards;

Competition

Task & People-oriented; Doing

Through Cooperation;

Task-oriented for Honor of the Group;

Doing through Cooperation

Relationship-oriented rather

than Task-oriented;

Cooperative

Perception of Perception of Self-WorthSelf-Worth

Acknowledged Through One’ Existence &

Behavior

Based on Visible Material

Possessions

Acknowledged through One’s

Existence & Behavior

Acknowledged through Hard Work & Following

Rules & Regulations

One’s Value is Based On What

One Does



Dunn & Dunn: Dunn & Dunn:

Learning Styles ModelLearning Styles Model

EnvironmentalEmotionalSociologicalPhysiologicalPsychological

Gardner, Cook & Mills:Gardner, Cook & Mills:

Learning IntelligenceLearning Intelligence

LinguisticLogical-MathematicalSpatialMusicalBodily-KinestheticInterpersonalIntrapersonal

The Diversity of Culturally-based Learning Styles & Intelligences in On-line Classrooms

What affect do teacher styles & ideology have on student learning?


Teacher Attitudes & Instructional Techniques:Beyond the Euro-centric Canons & Bias

Teachers’ Attitudes Toward Teachers’ Attitudes Toward Students: Students:

Deficiency Orientation:Deficiency Orientation: Prime Assumption - There is a

single standard of knowledge, & a single way of knowing.

Focus = Students’ deficiencies Result = Lowered expectations

Difference Orientation:Difference Orientation: Prime Assumption = Student

differences = potential strengths.

Focus = Self-examination of teaching style;

Result = Adjusts to builds on uniqueness of students

Desired Privileged Cultural Desired Privileged Cultural Styles Among Students:Styles Among Students:

Communication Style: Communication Style: Direct expression; Serial

Exchange; Assertive & Competitive

Organizational StyleOrganizational Style Individual Achievement; Self-

motivation; Personal competence

Intellectual StyleIntellectual Style Objective; Analytical; Detail-

oriented; Cognitive v. Affective; Trust in written word forms


Professional Development Professional Development Issues: Issues:Faculty MattersFaculty Matters

Course design & development release time

Stipends & other incentives Course load reduction v.

increase Dual-load+ publishing or

perishAdministrative SystemsAdministrative Systems

Marketing & recruitment Admissions/Orientation Enrollment management Course & faculty evaluation Student support services

Academic Capitalism & Academic Capitalism & Distance EducationDistance EducationFinal Note: The Profit MotiveFinal Note: The Profit Motive Competition w/ & Pressure from Corporations:

To offer education/training at advanced levels;

Investing $ Millions in course design – penetrating college markets & replacing faculty in the design phase

To capturing the “digitizing” dimension e-text development

Leading in audio/visual course enhancements that mirror mass culture.

Valuing Cultural Diversity in the Shift from the Traditional Classroom to Distance Education

Where Do We Go From Here? Chaos or Community?Where Do We Go From Here? Chaos or Community?A Few Recommendations, Part IA Few Recommendations, Part I

Costner’sCostner’s Seven Principles for Training Culturally Seven Principles for Training Culturally Responsive TeachersResponsive Teachers

Principle 1: Principle 1: Structure Professional Development Activities That Focus on Cultural Responsiveness

Principle 2: Principle 2: Ensure That All Teachers Respect the Culture of Their Students

Principle 3: Principle 3: Value and Celebrate Culture—Promote Cultural Sensitivity

Principle 4: Principle 4: Embrace an Empowerment Culture Principle 5: Principle 5: Communicate to the School’s Commitment to Cultural

Responsiveness Principle 6: Principle 6: Take Away Barriers that Impede Progress Principle 7: Principle 7: Help Teachers Use Effective Pedagogical Methods for

Teaching (Culturally Diverse Students) Adapted by Costner from her 2004 co-authored "Seven Principles for Developing a

Culturally Responsive Faculty."


Where Do We Go From Here? Chaos or Community?Where Do We Go From Here? Chaos or Community?A Few Recommendations, Part IIA Few Recommendations, Part II

Costner’sCostner’s Five Principles for Culturally Responsive On-Five Principles for Culturally Responsive On-line Instruction: line Instruction:

Principle 1: Principle 1: Online communication is a culture in itself, so watching your written “tone” is key.

Principle 2: Principle 2: Do as you would in the classroom when you are face to face—show value and respect. Always remember, there is a human being on the other end although you cannot physically see the person. Promote mutual respect

Principle 3: Principle 3: Avoid making assumptions based on names. We do not, intentionally or unintentionally, want to offend our (students).

Principle 4: Principle 4: No one can tell you more about a person than that person! I promote going to the source because there may be some aspect(s) of a culture that the individual may not identify with.

Principle 5: Principle 5: Always remain open and committed to learning new things. Ensure you honestly assess your own beliefs about diverse populations.


Where Do We Go From Here? Chaos or Community?Where Do We Go From Here? Chaos or Community?

A Few Recommendations, Part IIIA Few Recommendations, Part III

On-Line Instructional Techniques for EducatorsOn-Line Instructional Techniques for Educators Faculty & administration professional development and training

Promoting Curriculum Design “Best Practices”Promoting Curriculum Design “Best Practices” Mechanisms that do more than identify the areas in which the

potential learner needs to improve or change. Course and interface designs that addresses individual learner

characteristics to provide a more learner-centered experience: A distance-learning course should provide connections among the

learner’s prior experiences that relate to course content. Viable Release-time and Course Load Reduction FormulaViable Release-time and Course Load Reduction Formula Nurturing International University PartnershipsNurturing International University Partnerships

Distributive learning collaborative projects by discipline Program Evaluation & Continuous ImprovementProgram Evaluation & Continuous Improvement

Commitment to On-going self-study of academic & student support systems w/ annual external evaluations


A Few Suggested ReadingsA Few Suggested Readings::

1. James A. Banks, Cultural Diversity & Education: Foundations, Curriculum & Teaching, 4th Ed., Boston: Allyn and Bacon, 2001.

2. Alan Brinkley, et. al., The Chicago Handbook for Teachers: A Practical Guide to the College Classroom. Chicago: Univ. of Chicago Press, 1999.

3. David W. Brooks, et. al., Web-Teaching: A Guide for Designing Interactive Teaching for the World Wide Web. NY: Kluwer Academic/Plenum Publishers, 2001.

4. Robert A. Cole, Issues in Web-Based Pedagogy: A Critical Primer. NY: Greenwood Publishing Group, 2001.

5. Paulo Freire, Teachers as Cultural Workers: Letters to Those Who Dare to Teach. Boulder, CO: Westview Press, 1998.

6. bell hooks, Teaching to Transgress: Education as the Practice of Freedom. NY: Routledge, 1994.

7. Jana Noel, Developing Multicultural Educators. Long Grove, IL: Waveland Press, Inc. 2000.

8. Peter Sacks, Generation X Goes to College. Chicago: Open Court, 1996.9. Betty Collis. Flexible Learning in a Digital World: Experiences and

Expectations . NY: Routledge Falmer, 2001.10.Wim Jochems, Ed., Integrated E-Learning: Implications for Pedagogy,

Technology and Organization. NY: Routledge Falmer, 2003.


A Few Suggested Web LinksA Few Suggested Web Links::

1. Gary Rhoades & Sheila Slaughter, “Academic Capitalism in the New Economy: Challenges and Choices”, http://www.aft.org/pubs-reports/american_academic/issues/june04/Rhoades.qxp.pdf

2. Julia D. Harbeck, “Community College Students Taking On-Line Courses: The Student Point-of-View”, http://scholar.lib.vt.edu/theses/available/etd-02052001-164701/unrestricted/finaletd.pdf

3. Melody Thompson, “Distance Learners in Higher Education”, http://www1.worldbank.org/disted/Teaching/Design/kn-02.html

4. K. A. Murrell, “Human Computer Interface Design In a Multi-cultural Multi-lingual Environment”, http://www.und.ac.za/users/murrell/classrm/paper1.html

5. Patricia McGee, “Web-based Learning Design: Planning for Diversity”, http://www.usdla.org/html/journal/MAR02_Issue/article03.html,

6. Annette Valenta, et. al., “Identifying Student Attitudes and Learning Styles in Distance Education”, http://www.sloan-c.org/publications/jaln/v5n2/pdf/v5n2_valenta.pdf

7. Steven R. Van Hook, “Universal Learning at a Distance: Can We Plug It In?”, http://www.westga.edu/~distance/ojdla/summer82/vanhook82.htm

8. Kelley L. Costner, “Seven Principles for Training Culturally Responsive Teachers - http://www.teachermagazine.org/tm/articles/2007/12/04/07principles_web.html?print=1

9. Ray Barnhardt, “Teaching/Learning Across Cultures: Strategies for Success”, http://www.ankn.uaf.edu/Curriculum/Articles/RayBarnhardt/TLAC.html

10. Mary Rose Grant & Heather R. Thornton, “Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery”, http://jolt.merlot.org/vol3no4/grant.htm
