Because computer mediated communications is language (specifically, written
word) dependant, it is subject to the constraints of low/high context
cultural patterns [46]. As indicated earlier, the
role of language is to carry meaning, and interpretation is an integral
part of culture. Language is one means of establishing context among participants
of a particular culture group. In low context cultures, language must
be specific and well defined, to provide the contextual definition in
which to interpret the communication. On the other hand, in a high context
culture language may be vague, lacking the specificity of the low context
culture, as the environment within which communication takes place clarifies
the specific meaning of language [36, 41].
Thus language plays a key role in the communication process. A key issue
determining the success of computer mediated communication is the encoding/decoding
by which that communication is done. Given that computer-mediated communication
is a textual (electronic) rather than a visual (face-to-face) medium,
meaning must be carried by the language itself rather than relying on
the environmental context as the means of communication and/or interpretation.
Given this relationship, because the language of communication is English,
low context communication is presumed, thus perhaps disadvantaging those
whose cultural background relies on high context communication.
Christy Tucker's Bookmarks tagged → View Popular
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Educational Uses of Digital Storytelling
Directory for the educational uses of digital storytelling website. Resources include getting started with digital storytelling, examples, tools, and evaluation. The Evaluation section includes information on some of the research being done in this area.
more fromwww.coe.uh.edu
Main Page - Social Justice Wiki
Collection of student research on social justice organizations in New York City. Created with a wik: each time the professor teaches the class, more organizations will be added to the growing resource.
more fromsocialjustice.ccnmtl.columbia.edu
Taking the 'A' out of Asynchronous
Examples of colleges successfully using synchronous tools for office hours, student collaboration, and administrative work
more fromwww.campustechnology.com
Web-based Learning Design: Planning for Diversity
2002 summary of research on how diversity affects online learning, focusing especially on Hispanics. Includes differences in communication due to culture, including differences between different Hispanic populations (i.e., Mexico isn't the same as Guatemala). Also notes that Hispanics are often on the wrong side of the digital divide and may have less prior experience with technology, therefore exhibiting fewer characteristics of the net generation.
more fromwww.usdla.org
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JALN: Does one size fit all? Exploring Asynchronous learning in a multicultural environment
Small-scale study of cultural differences in an asynchronous learning environment, focusing on high and low context cultures. Includes a comparison of student perceptions of online learning based on their cultural background. High and low context learners both saw advantages to online learning, but their reasons differ.
more fromwww.sloan-c.org
An Inclusive Approach to Online Learning Environments: Models and Resources (PDF)
22-page article on designing for diversity in online learning. Examines how cultural differences can affect learning and shares culturally inclusive instructional design models. Table 1 on page 6 compares high-context and low-context learning (such as how formal student-teacher relationships are).
more fromeric.ed.gov
Designing for Diversity Within Online Learning Environments
The author argues that constructivist learning environments where multiple perspectives are respected and there is no single "right "answer" are better for encouraging diversity. The ideas for instructional design for diversity are more theory-based than practice-based, but this has some interesting concepts. "The major advantage of this learning model is that one of its key design goals is to encourage students to bring multiple perspectives to questions/cases/problems/issues and projects as part of their learning. This approach to learning views diversity as a strength to be exploited rather than a problem to be solved."
more fromwww.ascilite.org.au
ZaidLearn: University Learning = OCW + OER = FREE!
Huge directory of links to free educational resources--open courseware, open educational resources, and general resources. Mostly higher ed.
more fromzaidlearn.blogspot.com
Learning in the Webiverse: How Do You Grade a Conversation?
Principles for assessing online discussions and other conversations (blogs, chat, etc.) by coherence, awareness of audience, and diction. Writing for asynchronous discussion isn't the same as writing an essay, and the author argues that students who simply post essays to the discussion board should receive good grades.
more fromwww.campustechnology.com
Gartner: E-learning Market Pushing Toward Open Source
Interview on the increase of open source LMSs Moodle and Sakai in higher education
more fromcampustechnology.com
Social Networking: Learning Theory in Action
Exploring how social networking applications could be used to create a more social constructivist learning environment to support collaboration, creativity, and networking. (The author calls it "social learning theory" and contrasts it with "objectivist" learning, but never uses the phrase "social constructivism." Still, it seems like that's what she's describing.)
more fromwww.campustechnology.com
Wikis in Higher Education (and at UD) - Mathieu Plourde
Profiles of multiple professors using wikis for their courses at the University of Delaware
more fromcopland.udel.edu
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Shorter, Intensive Courses Rated More Effective
Study based on survey results showing that accelerated university courses were rated higher overall by students. The press release mentions research on learning outcomes, but doesn't cite anything.
more fromwww.utexas.edu
A Difference: Things They Should Have Taught Me
Humor as a tool for teaching, with math examples.
more fromadifference.blogspot.com
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WebAIM: Blog - 508 and Higher Ed.
An analysis of 100 web pages of higher ed institutions showed that only 3 of them met the Section 508 requirements. Most pages were missing skip navigation links and alt text.
more fromwebaim.org
Getting Results
Free online professional development course for community college instructors from WGBH & the League of Innovation. You can follow a linear path or skip around to the parts you want. Content includes diversity, active learning, technology, and assessment.
more fromwww.league.org
Professors Gone Paperless :: Inside Higher Ed :: Higher Education's Source for News, and Views and Jobs
Describes the experiences of 3 faculty who contribute to and support open source online textbooks
more frominsidehighered.com
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Education Week: Learning to Teach With Technology
Instead of teaching technology as a separate course, more colleges training preservice teachers are integrating technology in content areas like math and science.
more fromwww.edweek.org
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University of Houston Study: Hybrid Courses More Effective for Students
Research comparing traditional and hybrid methods of teaching a college course. Students in the hybrid course with access to materials online scored 10% higher in the course.
more fromwww.campustechnology.com
Opened Practices
Resources and descriptions for teaching practices using open source tools
more fromopenedpractices.org
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