Cultural sensitivity in instructional design

Value absolutes in product evaluation include ethical, legal, and ecological standards (Reeves, 1997). Evaluators use these standards when evaluating the merit and value of programs and products. Reeves (1997) proposed cultural sensitivity as an addition to that essential list of value absolutes. He suggests that the ultimate goal of product and program design is not to design culturally neutral materials, but to create enriched learning environments. Also, he introduced a new concept the “emancipatory evaluation”, which requires the evaluator to determine all theoretical perspectives relevant, with special emphasis on traditional minorities.

Cultural sensitivity is a term used to describe the ability to view the world from the perspectives of members of other cultures (Snowman & Biehler, 2006). It is a mind-set that includes not only an awareness of the diversity of the learners, but an appreciation for the differences. Creating a culturally sensitive learning environment requires the instructional designer, as well as the educator, to evaluate his/her own culture, and his/her own feelings toward other cultures. The instructional designers and educators sensitivity to cultural differences may be a deciding factor in empowering or repressing the students world views because they constantly make decisions about what and how will be learned and many other factors that affect the learning environment.

In a culturally diverse learning environment, curriculum designers or teachers are expected to develop positive attitudes and behaviors toward the students, understand individual specific learning styles that students bring from their culturally different backgrounds, and select or use instructional materials which facilitate a positive learning environment (Snowman & Biehler, 2006). As a result, employing a set of culturally sensitive strategies could create an opportunity for many kinds of academic achievement in a culturally diverse classroom, and may improve learning outcome for all students. This method of catering to the learning characteristics creates a climate in which students will change their negative attitudes, perceptions, and behaviors about cultural diversity and then learn to celebrate their diversity.

How can cultural issues be considered so that an instructional design can be used in culturally sensitive, responsive and appropriate ways? Bentley, Tinney and Chia (2004) recommended six design guidelines that have good points for American instructional designers or educators. The six guidelines are as follows:
1. Explicitly describe the educational values embedded in the course.
2. Offer optional scaffolding elements to help learners.
3. Consider the knowledge and skill level of English required to use the course.
4. Avoid slang and locally used words and phrases.
5. Before any real-time activity, make topic information available ahead of time for students so that students have the extra time needed to review the topic.
6. Materials should place little emphasis on personal achievement, promote group work, be written in impersonal style and emphasize tradition and history. (Bentley, Tinney & Chia, 2004).

In conclusion, culture is a critical influence on the acceptance, use of and impact of learning resources (Collis, 1999). Sometimes it is loud and cannot be ignored, but at other times it is silent and implicit. Instructional designers must be flexible, know the learners, and constantly be alert to the issue of culture in designing materials.

[References]

Bentley, J.P.H., Tinney, M.V., & Chia, B.H., (2004). Intercultural internet-based learning: Know your audience and what they value. Association for Educational Communications and Technology. Chicago , IL. (ERIC #: ED485118).

Collis, B., (1999). Designing for differences: cultural issues in the design of WWW-based course-support sites. British Journal of Educational Technology, 30 (3), 201-215.

Reeves, T.C., (1997). An evaluator looks at cultural diversity. Educational Technology, 37(2), 27-31.

Snowman, J., & Beihler, R., (2006). Psychology applied to teaching (11th ed.). Boston: Houghton Mifflin Company.