Culturally adaptive learning objects : challenges for educators and developers

In this paper the authors argue that the major problem facing local courseware developers is that of representing cultural artefacts in their courseware. They also discuss an emerging learning-object model that can be adopted to address this problem by providing a systematic way to approach implementing and representing cultural artefacts in courseware.

[1]  Carol S. Weinstein,et al.  Toward a Conception of Culturally Responsive Classroom Management , 2004 .

[2]  Daniel D. Suthers,et al.  Comparing the roles of representations in face-to-face and online computer supported collaborative learning , 2003, Comput. Educ..

[3]  P. Kuriloff,et al.  Boys of Class, Boys of Color: Negotiating the Academic and Social Geography of an Elite Independent School , 2003 .

[4]  Susan Y McGorry,et al.  Measuring quality in online programs , 2003, Internet High. Educ..

[5]  Daniel D. Suthers,et al.  Comparing the roles of representations in face to face and online collaborations , 2002, International Conference on Computers in Education, 2002. Proceedings..

[6]  Paul Nicholson,et al.  A Framework for Facilitating Higher-order Strategic Thinking in Online Management Development , 2002, Information Systems: The e-Business Challenge.

[7]  C. Buzzelli,et al.  The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction , 2002 .

[8]  Deryn Watson,et al.  Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching , 2001, Education and Information Technologies.

[9]  Duncan Grey,et al.  The Internet in School , 2001 .

[10]  Ian L. Brown,et al.  Recognition of Cross-Cultural Meaning When Developing Online Web Displays. , 2001 .

[11]  L. Vygotsky,et al.  Thought and language , 1962 .

[12]  P. Nicholson.  E-training or e-learning : towards a synthesis for the knowledge-era workplace , 2005 .

[13]  E. F. Palacio.  The way ahead , 2005, IEEE Potentials.

[14]  Paul Nicholson,et al.  E-Training Practices for Professional Organizations, IFIP TC3 / WG3.3 Fifth Working Conference on eTRAIN Practices for Professional Organizations (eTrain 2003), July 7-11, 2003, Pori, Finland , 2005, eTRAIN.

[15]  Bernhard Thalheim,et al.  Logistics for Learning Objects , 2003, eTRAIN.

[16]  Paul Nicholson,et al.  Teaching for quality learning online: a layered design model for higher-order thinking , 2002 .

[17]  R. Oliver,et al.  Assuring the quality of online learning in Australian higher education , 2001 .

[18]  Martha Stone Wiske,et al.  New technologies to support teaching for understanding , 2001 .

[19]  Ron Oliver,et al.  Assuring the quality of online learning in Australian higher education , 2001 .

[20]  Cecil J. Leonard.  How does one evaluate the effectiveness of electronic learning in a South African context , 2000 .

[21]  J. Braak.  Cultural and gender differences in computing among secondary school children , 2000 .

[22]  J. A. Bennett,et al.  Technology and the Navajo - Its Time Has Come , 2000 .

[23]  Tom Murray,et al.  Authoring Intelligent Tutoring Systems: An analysis of the state of the art , 1999 .