Learning Design in Diverse Institutional and Cultural Contexts: Suggestions from a Participatory Workshop with Higher Education Professionals in Africa

Autor/inn/en	Mittelmeier, Jenna; Long, Dianne; Cin, Firdevs Melis; Reedy, Katharine; Gunter, Ashley; Raghuram, Parvati; Rienties, Bart
Titel	Learning Design in Diverse Institutional and Cultural Contexts: Suggestions from a Participatory Workshop with Higher Education Professionals in Africa
Quelle	In: Open Learning, 33 (2018) 3, S.250-266 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mittelmeier, Jenna) ORCID (Gunter, Ashley) ORCID (Rienties, Bart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2018.1486185
Schlagwörter	Cultural Context; Open Universities; Instructional Design; Culturally Relevant Education; Workshops; Teacher Attitudes; Foreign Countries; Teaching Methods; Online Courses; Teacher Collaboration; International Cooperation; Distance Education; College Faculty; Student Characteristics; Needs Assessment; Human Resources; Institutional Cooperation; Africa; Kenya (Nairobi); South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Offene Universität; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernwerkstatt; Schulung; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lehrerkooperation; Internationale Kooperation; Internationale Zusammenarbeit; Distance study; Distance learning; Fernunterricht; Fakultät; Bedarfsermittlung; Humankapital; Institute; Co-operation; Cooperation; Institut; Kooperation; Afrika; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around "if" and "how" established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01