Diversity is an essential component of any civil society.
University of New Mexico, USA Abstract The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction.
This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework CDLFwhich describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as Applying diversity and multicultural guidelines might be exhibited in instructional situations.
The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences.
Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.
Distance education; online learning; pedagogy; multicultural education Why Multicultural Education and Training is a Growing Concern Numerous factors are converging that make teaching and learning in cross-cultural and multicultural contexts more commonplace.
Expanding world trade and globalization of industry, finance, and many professions are creating a world in which cross-cultural interactions occur more frequently than at any time in the past Friedman, As well, increasing specialization within many professions has led to Applying diversity and multicultural guidelines widely dispersed audience for targeted education and training.
Professionals wishing to stay current or students wanting to develop specialized skills that match the needs of a rapidly changing world demand access to proper educational opportunities, even if this requires international travel or distance learning approaches Berge, Simpler and cheaper telecommunications, in particular, fuel a growing willingness to teach and learn across cultures.
Advances in Internet technologies and applications make open and distance learning a fully viable alternative to traditional education, creating a natural environment for the development of effective virtual learning communities. But contrary to the growing flatness that Friedman reports, cultural diversity remains apparent among learners, perhaps owing to deeply rooted cultural values and modes of thinking that are difficult to separate from learning processes Nisbett, A growing appreciation of cultural diversity is demonstrated by more than its acknowledgement and tolerance, but also by a desire to preserve that diversity as a valuable asset for addressing the many challenges faced by the global community now and in the future.
Additionally, one can recognize a strong desire to preserve diversity in response to the threat of loss of cultural identity in the face of globalization and because of the benefits of community cohesiveness through unique cultural expression Mason, The growing need for educational access leads students rightly to demand culturally adaptive learning experiences that allow full development of the individual Visser, As noted by Pincasstudents entering into professional education in a multicultural context not aligned with their own culture can experience significant conflict.
This article provides a summary and consolidation of useful existing literature to aid in developing these skills. For instruction to do the most good for students, instructional providers must be cognizant of the cultures of their learners and how those cultures manifest themselves in learning preferences Nisbett, Cultural sensitivity is not just one-way, however.
They should become cognizant of how their own cultural perspectives are represented in the design decisions they make. Furthermore, instructional providers should examine the assumptions they hold about how learners will and should respond, keeping an open mind for potentially unexpected responses.
Moreover, they must balance the need to help students adapt to specific professional, academic, and mainstream cultures which instructors, by proxy, represent and the need to embrace the culture in which the student is embedded Henderson, This is no small challenge.
When people demonstrate differences or similarities, it is easy to confuse these levels because their influences combine, making them difficult to distinguish. The resulting uncertainty can lead to false assumptions and difficulties in interactions with others.
This is just as true in education and training as it is in other life situations. Hofstede and Hofstede present these levels as a pyramid, with human nature as the base all people share, and personality as the peak, being unique to the individual.
Culture forms an expansive middle portion of the pyramid, reflecting its multiple layers of group interactions e. The authors have chosen to represent these influences differently in Figure 1 to highlight an increased complexity and to emphasize the nature of these constructs as mutually influencing sources of thought and behavior.
Human nature comprises the assumed commonalities all humans share because they are members of the same species — Homo sapiens. People inherit these ways of thinking and behaving because they result from our genetic makeup and the constraints this places on how they respond to the world.Guidelines for Education and Training in Industrial-Organizational Psychology.
A PDF version of this document is available here. The SIOP Curriculum Matrix Template is available here. About us The Centre for Multicultural Youth (CMY) is a not-for-profit organisation based in Victoria, providing specialist knowledge and support to young people from refugee and migrant backgrounds.
Our vision is that young people from migrant and refugee backgrounds are connected, empowered and influential Australians. Work with us We celebrate and value the diversity . Purpose and Goals of the Standards. The following standards were developed by the Racial and Ethnic Diversity Committee of ACRL (Association of College & Research Libraries), based on the National Association of Social Workers Standards for Cultural Competence in Social Work Practice.
1 The standards are intended to emphasize the need and obligation to serve and advocate for racial and. [Print Version] May – Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction.
Patrick Parrish The COMET Program, USA.
Welcome to the homepage of inclusive excellence. Indiana State University has a long history of increased diversity on its campus. Representing over 65 countries, our campus community recognizes the importance of maintaining an environment that not only recognizes individual differences, but empowers our community to learn and grow from .
Finally, the author will share an insight(s) and/or draw a conclusion(s) about applying guidelines specific to multiculturalism/diversity in forensic settings. The job of a homicide detective can.