Cultural considerations for global e-learning: the relevance for modernising Europe and the inclusion of the new regions

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Cultural considerations for global e-learning

The relevance for modernising Europe and the inclusion of the new regions

Dr Michelle Selinger

Education Program Manager

Cisco Systems, EMEA

222© 2001, Cisco Systems, Inc. All rights reserved.Presentation_ID

EU statement on Higher Education

The Community shall contribute to the development of quality education by encouraging cooperation between Member States, through a wide range of actions, such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union … Therefore, the Community has a complementary role to play: to add a European dimension to education, to help to develop quality education and to encourage life-long learning.


ERASMUS

Emphasis on teaching staff exchanges, transnational curriculum development and pan-European thematic networks


MINERVA

To promote European co-operation in ICT and ODL in education

3 main objectives

1. To promote understanding among teachers, learners, decision-makers and the public at large of the implications of the use of ICT in education, as well as the critical and responsible use of ICT for educational purposes;

2. To ensure that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services;

3. To promote access to improved methods and educational resources as well as to results and best practices in this field


Considerations

LocationPlace

Time

Technology

Development of contentAudience and uses

Language

Social and cultural factors

Technology dissonance

Teaching and learning through e-learningChallenges

Cultural adaptation of content

Communication and collaboration


Questions

What is global learning?

Why does culture matter?

What do we mean by

culture in a teaching and

learning context?


Global learning through e-learning

‘Learning resources developed in one country and taught in another’

Modes

International universities

Course sharing

E-learning

Blended learning


Examples of global learning programmes

Blended learning

Local tutors

E-learning for students

Instructor community

Hands-on labs

Simulations

Cisco Networking Academy Program


Example of global learning programmes

Jordanian e-Maths Curriculum

Focus on teachers

Blended learning

Partially authored in country

Two languages


Example of global learning programmes

WHO Health Academy

Elearning

Aimed at 12-18 students

Currently in 2 languages

Plans to deploy more widely


More questions

• Can a global curriculum serve the needs of students in all countries?

• What adaptations need to be made and why?

• How does the level of Internet access affect the pedagogical process?

• What are the challenges facing locally based tutors?


Research on cultural issues and implications for learning

• Assumptions about learning and meaning of learning vary across cultures

• Cultural contexts have an impact on thinking and learning

• Much of the global research focuses on e-learning which has little face to face contact and in which tutors are remote

• Examples in materials are often drawn from another culture

Idioms often do not transfer between cultures

The style of writing may be alien

Screen design and colour scheme could be inappropriate

• Relationships between teachers and learners vary across cultures


There is a tendency in ‘Western’ courses from the USA, Britain, Canada and Australia to encourage critical thinking skills, debate and discussion, where students’ views are considered important, and where the views of teachers can be legitimately challenged and where student dissent is even encouraged.

In other cultures, there is great respect shown by students for the teacher, and it is culturally alien to challenge the teacher or even express an opinion on a topic.

Bates, 1999


Findings from CNAP research

• Cultural beliefs about teaching and learning have some impact on the way the Program is taught

• Lack of experience and understanding of how traditional instruction interfaces with web based teaching materials

• Assessment strategies and values vary


Issues identified

Curriculum issues

Relevance of method of curriculum delivery

Language of instruction and use of translated versions of the Curriculum Integration into the school/college curriculum

Students’ and instructors’ perceptions of the curriculum


The difference between the US model of teaching and the Polish model

From a student who had spent some time being educated in the US

• He was set problems to solve and was never quite sure what he had to learn and failed tests until he worked out the system

• In Poland you learn more by rote and know what you have to learn

• From a discussion the students decided that perhaps the US model was better but the Polish model also had merits in some areas


Implications for policy and practice

Education can be globalised under certain conditions

Recognition of the need for cultural adaptation

E-learning on its own is not enough

Local tutors are important in helping to make resources pedagogically and culturally relevant

Support for local tutors is vital in helping them to use and adapt global e-learning resources with students

The variations in ease and cost of access to the Internet will affect the way programmes are used and taught


Benefits of working through local partners

• Cultural adaptation

• Assistance with student recruitment, tutoring, and assessment

• Local accreditation/qualifications

• Contributions to content and program design to ensure local relevance