Influence of culture on learning object design and evaluation

Learning objects are designed with the intention of reuse. The issues of cultural sensitivity are important in the design and development of learning objects in terms of improving reusability and adaptability in order to provide equivalent rich pedagogy to learners in culturally diverse learning contexts. The aim of this study was to develop a cultural reference model that provides designers with cross-cultural insight and perspective about influences of cultural diversity on the design of learning objects so that appropriate improvements can be achieved prior to the design completion. This study began with an empirical case study that was carried out in two universities in China and the UK to elucidate influences of culture on the reuse of learning objects, and then identified four dimensions of culturally sensitive factors that may be involved in learning objects designs through a systematic review. The cultural reference model for learning object design and evaluation was built by the four dimensions of culturally sensitive factors, a conceptual framework that maps the cultural dimensions to the design process, and a series of recommendations about dealing with the culturally sensitive factors during the process of the design and development of learning objects. Finally, the reference model was evaluated through expert review, one-to-one interviews, and practical tasks. Designing learning objects that are culturally sound for the cross-cultural situation is a big challenge faced by learning object designers. Lack of cross-cultural awareness is a common phenomenon because the designers are normally either multimedia developers or academic tutor and not cultural experts. A popular approach to examine cultural adaptability is users' review by employing students with different cultural backgrounds. However, this approach is limited by the students' own cultural sensitivity and how many particular cultures to be addressed. The cultural reference model provides explicit guidelines and a consistent approach that allow designers to consciously address the culturally sensitive factors during the process of the design and development of learning objects to ensure the rich pedagogy of learning objects in different cultural context.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

London Metropolitan University

Year dc:date.issued

2009

Author dc:creator

• Qi, Mei

• 370 Education

Dc Identifier Grantnumber

N/A

OAI identifier oai:identifier

oai:repository.londonmet.ac.uk:7599