[AISWorld] Framework for culture-oriented e-learning System Development Methodologies

[Robert Willis]

RE: Towards a framework for culture-oriented e-learning System Development Methodologies (e-LSDM) in South Africa
My stand on this argument in this instance is:

.          They would like to argue and prove in this instance that any e-learning presentation should take all culture into consideration.
---- Not having the proposal to refer to, I would wonder if they are referring to "all culture" - which is far too broad and largely unnecessary - or to the localised cultural context into which the e-learning program/product is being delivered. In the latter case, there is really no difficulty here: Microsoft, among others, does this by localising presentation of content/capabilities for specific cultural markets so one would assume that they have in place a similar framework/ development methodology for creating/adapting products that have a culturally-affected component(s).
b. That means, to me, that Word needs to change for instance. Also, I am sure that culture does not play a part when we present facts to a class. Tests and exams require student to present the facts as it was given to them without culture taken into account. I am sure that it is like a black hole that will never be filled.
---- Which word needs to change? Culture?  Culture p[lays a very significant role in education: there is a tremendous literature and a very active discourse around culturally-sensitive delivery of "learning" and "education", especially post-secondary education. From the paedegogical perspective, adapting delivery methods (in-class or otherwise) to the cultural context of the student is seen as necessary in order to ensure that proper understanding occurs and facilitate learning. This doesn't affect the "facts" that are presented. I would make 2 related comments:
1) Education/learning is about much more than reciting/memorising "facts"
2) *Everything* we present as educators (or as trainers in a workplace setting) is culturally filtered: the "facts" we choose to present, the way they are presented, the emphasis given selected "facts" and - most especially - the interpretation of the "facts" that we present. Tests and exams require more than just regurgitating definitions and numbers if they are to be meaningful gauges of learning: we are supposed to be teaching our students how to think, and thinking is, really, an applied perspective of culturally-based, socially-situated and -generated "rationality".
c. Surely this is not possible since we cannot change facts to suit the culture? Can you imagine how, if this was possible, much extra work will be needed. Again the black hole.
--- See my earlier comments: I would assume that the researchers are referring more to delivering into a culturally-based context than they are thinking of warping content to fit a particular ideology - that is a wholly different issue.
 d. Also, the word towards does not indicate any D work. I also cannot understand what their original contribution to the body of knowledge would be? lastly, how would they present the Popper falsification theory in this regard?
--- I am not familiar with development methodologies as they relate to the development of e-learning systems, but I would assume that their proposal would include a suitably rigorous literature review that would identify the contribution, surely?
Any contribution to the academic discourse would be welcomed.
-- My 2-cents (Canadian) worth of contribution :-)

Dr. R. A. (Bob) Willis MBA Ph.D. fRSA
Faculty of Management
Vancouver Island University
Nanaimo BC  CANADA
250.753.3245 x2214
robert.willis at viu.ca
http://web.viu.ca/willisr/Index.html
ca.linkedin.com/pub/robert-willis/10/879/809/<http://ca.linkedin.com/pub/robert-willis/10/879/809/>
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From: aisworld-bounces at lists.aisnet.org [mailto:aisworld-bounces at lists.aisnet.org] On Behalf Of Sam Lubbe
Sent: March 24, 2014 11:21 PM
To: AISWorld at lists.aisnet.org
Subject: [AISWorld] Framework for culture-oriented e-learning System Development Methodologies

Colleagues

I have an academic discourse with a colleague of mine(Both the supervisor and the student are not experts in terms of culture as the one is a scientist and the other a B Com student and M Com student). The supervisor wants to accept a student that wants to work on the following topic:

Towards a framework for culture-oriented e-learning System Development Methodologies (e-LSDM[21] ) in South Africa
My stand on this argument in this instance is:
a.They would like to argue and prove in this instance that any e-learning presentation should take all culture into consideration.

b. That means, to me, that Word needs to change for instance. Also, I am sure that culture does not play a part when we present facts to a class. Tests and exams require student to present the facts as it was given to them without culture taken into account. I am sure that it is like a black hole that will never be filled.

c. Surely this is not possible since we cannot change facts to suit the culture? Can you imagine how, if this was possible, much extra work will be needed. Again the black hole.

d. Also, the word towards does not indicate any D work. I also cannot understand what their original contribution to the body of knowledge would be? lastly, how would they present the Popper falsification theory in this regard?

Any contribution to the academic discourse would be welcomed.



Vrywaringsklousule / Disclaimer: http://www.nwu.ac.za/it/gov-man/disclaimer.html

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