A design-based research case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce |
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| Authors: | Monica W Tracey and Kelly L Unger |
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| Institution: | (1) Wayne State University, 383 Education, Detroit, MI 48202, USA;(2) WSU College of Education IT Offices, 3 South Education, Detroit, MI 48202, USA |
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| Abstract: | As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. |
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