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When reusing this work, please cite its original source and authors
Source: www.educacaoaberta.org/rea
This work is licensed under a
Creative Commons Attribution 3.0 Unported License
Paper presented at the 1st. International Symposium on Open Educational Resource: Issues for Globalization and Localization
April 11-13, 2011 –Utah State UniversityLogan, Utah USA
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Making useful: Thinking culture and remix in the public school
Tel AmielNIED/UNICAMP
Logan, Utah (2011)
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Instructional Design
Culture ignored in design There is no C in ADDIE Culture should not stop in the analysis
– Intention to make cultural objects– Introspection, biases, perspective– Interaction, participatory
Thomas, M., Mitchell, M., & Joseph, R. (2002). The third dimension of ADDIE: A cultural embrace. Techtrends, 46(2), 40-45.
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Culture in LO
Designing from scratch Methods
– Ignore– Include guide– Include diverse team– Create to modify
PROATIVA [http://www.proativa.vdl.ufc.br/]
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Two layers
ISD: Learner analysisISD+C: Accommodate or
challenge?
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Culture
“…the generalized composite of interdependent and valued traditional and current public knowledge and conceptions, embodied in behaviours and artifacts, and transmitted to present and new members, both symbolically and non-symbolically, which a society has evolved historically and progressively modifies and augments, to give meaning to and cope with its definitions of present and future existential problems” (p. 42).
Bullivant, B. (1986). Towards radical multiculturalism: Resolving tensions in curriculum and educational planning.
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Multicultural Education
Goal: Learning Integrate content and perspectives Insight into how knowledge is constructed Equity pedagogy Reduce prejudice Empowering school culture
Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice.
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Enter OER
Millions of digital resources available online– Legally (more) open– Technically (more) malleable
n potentially designers– nn potential remixes and audiences
Barriers to access are well known,and historically difficult to close– 65/100 Europeans have access to the net– 1/3 are completely disconnected (ITU/2010)
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6000-9000 languages spoken
Pimienta, D., Prado, D., & Blanco, A. l. (2009). Twelve years of measuring linguistic diversity in the Internet: balance and perspectives.
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Culture in OER
Language has become an issue of access Translation has become a final step,
revision Translation is rarely the final step
– What happens in remix?
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Learning environments & OER
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Activity
Problem – materials insufficient and inadequate Policy
– Standard state curriculum– No standardized testing on the subjects
Stages– Two schools, a kilometer apart, but miles away– Computer/no computer lab with support– Intermittent internet access
Teachers– Two teachers– Very different experiences, practices
Topics– Sociology and philosophy
Students– Differing resources, heterogeneous– Challenges with the language
Resources– Standard materials, no governmental textbooks offered– No photocopy available– (Digital) Open textbooks from another state– (Digital) OER search– Teacher created activities
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Projeto Folhas, Livro didático público (http://www.diaadia.pr.gov.br/projetofolhas/modules/conteudo/conteudo.php?conteudo=12)
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Identifying culture
Compounding intersections Multiple actors interacting
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Culture and Activity
How can designers interpret culture in the process of design?– Identify actors, objects and settings– Survey the field– Understand the policies and norms – Survey resources available and used by the
actors in activities– Include actors in the design of activities– Benefit from an intermediary
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(Old) lessons
OER rarely will stand on their own– Revising is necessary, remixing is the practice
Learner analysis + Objectives must be integrated
Goals of multicultural education pose a challenge– Not just adaption to “the learner”
Examining activity will lead to a break in cultural assumptions and instructional priorities– Actors are never the same across activities