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Table of Contents:

The Final Framework:

  

Learner: Cultural and Language Issues

Purpose: To raise awareness of cultural and values issues.

References: 53, 56, 63

  1. For English as a second or other language learners, or culturally diverse groups:
    1. How well is each learner’s first language system developed, both orally and in writing?
    2. Are skills made more relevant to learners’ backgrounds and experiences by anchoring learning tasks in meaningful, authentic, highly visual situations?
    3. Are motivation problems addressed through interactive activities in which learners must play active rather than passive roles?
    4. Are learners taught how to work together to solve problems through group-based co-operative learning activities?
    5. Are engaging, motivational activities that require higher-level skills and pre-requisite lower-level skills at the same time emphasised?

 

  1. For English as a second or other language learners or culturally diverse groups, in relation to their culture/country of origin :
    1. What is the educational philosophy of the learner’s culture/country of origin (e.g., behaviourist, constructivist, rote learning) and how is this taken into account?
    2. How are learners treated:
      1. How much autonomy are they given?
      2. How much prior reading is set before a class?
      3. How are younger and older learners treated?
      4. Are they perceived as individuals with different needs and learning styles?
  1. How does the activity take into account the possible cultural differences among learners (e.g., with respect to high and low uncertainty avoidance)?
    1. What is the simplicity/complexity of content and choices?
    2. Is the focus on forecast results or ‘wandering’ and risk?
    3. Is there high or low control of navigation systems by learners?
    4. Are there mental models and help systems to reduce ‘user errors’ and to help learners understand underlying concepts?
    5. Are there redundant cues to reduce ambiguity or multiple links to maximise information?

 

  1. In considering culturally inclusive online teaching:
    1. How interactive is online delivery?
    2. How flexible is the content in terms of subject matter and the pathways through it?
    3. What are the possibilities for online conferencing in terms of knowledge creation?
    4. What are the possibilities for collaborative work?
    5. What are the possibilities for being exposed to and valuing different perspectives on knowledge — from peers, the community, and experts?
    6. Does pedagogy integrate life or other learning experiences with curriculum and authentic assessment?