Designers develop cultural awareness through both informal exposure and formal intentional means¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants became aware of cultural differences through informal means (exposure, open disposition) and formal means (simulations, classes, research, multicultural design teams, field visits). → Rogers 2007

Evidence¶

Rogers 2007¶

Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Education Tech Research Dev. https://doi.org/10.1007/s11423-007-9033-x

q2 · i? · qualitative · r3

Cross-case synthesis of the 12 interviews reports two routes to awareness. Informal routes included "a side effect of exposure to different cultures and as a side effect of having an open and inquisitive disposition." Shawn described a cultural diversity class involving attending a black church service in Georgia.

"These participants also developed a level of awareness through more formal and intentional means (e.g., engaging in simulations, taking classes about cultural differences, conducting or reading relevant research, receiving more participant feedback, participating in multi-cultural design teams, taking courses designed by people from other cultures, and going on field visits moderated by an expert guide)."

Discussion¶

Related Claims¶

• Practitioners hold that general instructional design principles are universal but must be separated from culturally specific applications
• Students respond positively to e-mail exchanges, guest speaker interviews, and video projects aimed at cross-cultural awareness — related
• How People Learn II updates and extends the 2000 How People Learn report by synthesizing research on learning from birth through adulthood in formal and informal settings — related