The following report is a recommendation for design for DoCS in relation to the NGO training program in the course of ‘cultural awareness.’ The report will be structured into firstly, onlining the e-learning context, learning theories and its application to this design, story board and justification and the different technologies that will be built into this program.

Outlining the e-learning context

This program is a recommendation for the NGO program to cater to people to understand the differences in cultures and being more aware of the variety of people that we live in today’s society. Learners are expected to attend these courses for improving their e-learning experience whilst also improving on their knowledge working with diversity. An essential skill in the provision of culturally appropriate services, cultural awareness entails an understanding of how a person’s culture may inform their values, behaviour, beliefs and basic assumptions (Brooks, 1995 pg 92). Therefore,  cultural awareness recognises that we are all shaped by our cultural background, which influences how we interpret the world around us, perceive ourselves and relate to other people.

In order for individuals to achieve this, a program has been recommended on the proposed situation. In this scenario, individuals will be able to use various forms of technology to enhance their learning. Differnt modules would be used to assess the indivuduals with the use of some technologies to accomodate the learning.

On successful completion of this program, learners will have the ability to:

  • discuss the impacts of government policies and legislation, migration and resettlement on Australia’s diverse population (Module 1)
  • how to develop a professional cultural competence in relation to cultural perceptions and their social influences (Module 2)
  • consider cultural and cross-cultural issues in the workplace and develop ways to overcome it (Module 3)

Learning theories and application

Within the framework of this program, there are two specific learning theories which are attributed to their learning. The first is the cognitive approach while the other is the humanistic approach.

The cognitive approach is a powerful mechanism that provides the means of knowledge and goes well beyond the simple imitation of others (E-learning Design Module 2, 2008). It is defined as the acquisition of knowledge and skill by mental or congitive processes (E-learning Design Module 2, 2008). Therefore, it can be seen that cognitive learning enables us to create and transmit a complex culture that includes values, beliefs and norms. Slavin (2004) emphasises the role of experience, the development of meaning and the use of problem solving  and insight as the sources of learning. In cognitive learning, the individual learns by listening, watching, touching, reading or experiencing and later processes and remembers the information

With respect to the program, a wide variety of technology will be used to assis in the learning. For example weblogs deal with the learners ability to write on their thougths and opinions, virtual worlds assist in the visual representaion of various cultures in another world but still similar to the real world, also social networking assist in their experience over the whole course and which challenges them on thinking on their values and norms with working with cultural diversity.

The humanistic approach to learning developed from the cognitive approach but focusses more on experiential learning and the assumption that the individual is seeking greater adequacy, self esteem and self actualisation (E-learning Design Module 2, 2008).  Therefore, learning our learning comes from our result from our behaviour.

The teachers role through this learning theory is to act a role model. Thereforein this program, the teacher will appropritate a friendly and helpful behaviour and not replicate any innappropriate behaviour that may affect the individuals to learn. The technology that will be used to help accomodate the learning in this program and the teacher will reasons and motivation for each tasks and how they will help the individual on any problems (Slavin, 2004, p 364). Fostering group is another factor that contributes to this learning theory as it will provide the learners to observe and self evaluate on their own behaviour and make any changes to cater to the situation(Slavin, 2004, p 364).

 

Story board and justification

 The following is the sotryboard of the assignment:

http://img74.imageshack.us/img74/4521/storyboard2gk7.jpg
When it came to the design of the story board, I came up with a few modules/competencies that I would like the individuals to learn from. I thought that the 3 modules were very different but even though they were related in the same context, when broken up into 3 sections it would allow the indivuduals of this program to be more aware of the diversity and changes in the cultures we may be used to.
The first is the introduction. During the introduction stage, indivuduals are given a basic understanding of the general learning theories that will be used for them to effectively learn from this program. The learning theories discussed will be based on the congitive and humanistic approach. These approach heavily relate to one another and may further enhance their experience also when faced with new technology they will be using with this program.
Module 1 is the first section of the program, in which individuals consider the impacts of government policies and legislation. During this process, indivuduals will have a self assessment practices on what they believe are the impacts from government in realtion to cultural diversity. In order for the learning process to occur, learners are asked to create a weblog for them to write up their  thoughts and feelings to the topic.
Module 2 is the next topic which is the development of their cultural competence. During this stage, learners are given the opportunity to look into what it feels like to work with cultural diversity in the workplace. During this phase, each individual will be given a pre-regiestered account to a virtual world. In this case, we will using Second Life as it has become a popular tool for teaching and learning (****). When the learners are logged into Second Life, they are transported into another dimension in which they will able to self explore and be aware of the diverse cultures and how they can see the advantages of differnent people from different backgrounds. They are also able to communicate with another as this program will have a built in translator in which will provide the various people from the diverse backgrounds to communicate with one another and learn peoples perception on the world we live in.
Module 3 is the final and the most fun as it will be interactive for each indivudual. During this step they are to consider the cultural and cross cultural issues from around the Australian community but more emphasis on NSW district. At this later stage of the program, learners are provided with social networking technologies to accomodate their learning. This is beneficial for this Module as they are able to have discussion and connect to friends, family and those people who participate in the program.

Learning technologies used in this program

In this program, learners are given the opportunity to learn from a variety of technologies that will beneifit and assist in their learning. There are three main technologies that will be used and they are: weblogs, virtuals worlds and social networking.

In weblogs, individuals are given the opportunity to relfect on their learning and experiences whilst also being able to show case their thoughts with others. Because all weblogs are public, users will be able to access other peoples weblogs and read the other ideas and propositions that the others are writing. They also need to create a comparision and contrast result chart in which demonstrates the differnt perception on this matter. This relates to the cognitive approach that their learning is based on the reorganisation of experiences into systematic and meaningful patterns that lead to problem solving and insight (McGill, & Betty, 1999).

In Virtual Worlds, students can gain a wide view of cultural diversity through the use of virual worlds. Second Life has been an effective tool as it allows them to experience life in another dimension. Because it is virtual and works via internet connection, viewers will be able to see how a variety of things such as visual ways on how differnt people live their daily lives as opposed to their own, the languages that people speak, forms of traditional clothing and garments from particular cultures, rituals and norms that certian cultures follow etc. By having the individuals to experience learning and seeing through another point of view, it will provide the learner to appreciate the cultures of other countries and have a deeper understanding as to how people live their daily lives in different ways and develop their professional cultureal competence.

The final piece of technology that will be implemented into this program is social networking. In the first initial phase, they will have the opportunity to firstly look at some videos that will be shown by the teacher on things such as ‘cultural awareness day’ and ‘what makes you different to me.’ These will be provided by youtube videos to complement the whole program. Social networking technologies such as myspace will be used to assist in their overall and progressive learning. They will be able to find friends and get in contact with them without any difficulties. Learners can also ask questions on each others page in relation to a particular questions such as ‘why do certain cultures wear a certain type of clothing.’ All this relates networking and establishing the various issues that arise from the world we live in and consider its cultural facets.

 References:

Brooks, J (1995). Training and Development Competence: a practical guide, London: Kogan page

E-learning Design Module 2 (2008)

McGill, I & Beaty, L (1999). Action Learning, secon edition: a guide for professional, management and educational development, London.

Slavin, R. E (2003). Educational Psychology: theory and practice, Boston: Allyn and Bacon