This presentation describes a comparative study in understanding content and interface in the context of e-learning systems by using anthropologists’ and designers’ cultural dimensions. The purpose was to determine the differences between Belgian and Palestinian audiences, and to find the most important cultural dimensions to use for localizing / internationalizing e-learning systems.
Results indicate differences in culture between the two groups, but not as much as expected. The outcome shows similar preferences, whilst others differ.
This document summarizes Lisa Harris' plans for curriculum innovation at the university. It outlines two new modules on living and working on the web and online social networks that take an interdisciplinary approach and incorporate social media. It discusses supporting initiatives like the student digital champions program and a digital literacies conference. The document provides background on a "life-wide" learning approach and the SMiLE project to archive tweets from university events.
This presentation gives an overview about the search engine optimization, which also called SEO. It covers the search engine landscape, how the search engines work, building accessible sites, and building search strategies.
COIL (Collaborative Online International Learning) is a teaching paradigm that brings students from different countries together in online courses to develop intercultural awareness and competence. COIL courses involve faculty partnerships where teachers design shared syllabi and collaborative learning experiences for their students. The goals are for students to learn course content through different cultural perspectives and to build relationships in multicultural virtual teams. COIL courses can be created from any discipline and use technologies like video conferencing to connect students across borders in synchronous and asynchronous activities and discussions.
This document summarizes the curriculum developed at Neveh Channah High School for Girls in Israel to teach information literacy and technology skills to students. The curriculum is based on the "Big Six" model of information problem solving and aims to prepare students for the 21st century by teaching them to acquire, evaluate, and use information effectively and ethically. It incorporates project-based learning on various subjects facilitated through a virtual learning platform. An example collaborative English literature project between the school and a Canadian partner is described, highlighting the development of students' research, writing, and peer review skills.
Global Citizenship, graduate attributes & learning outcomesNeil Currant
Global citizenship is a graduate attribute that proved challenging to define and implement in learning outcomes at Brookes University. An analysis found that some programs' stated learning outcomes for global citizenship did not align with definitions focusing on working in a global context, questioning one's own values regarding social issues, and understanding different cultural perspectives. While references to global contexts were most common, there was variability in how global citizenship was addressed and the cognitive levels targeted. The document argues global citizenship must be embodied in teaching practices and connect students, not just mentioned in outcomes, to truly develop this attribute in graduates.
Cultural Points of View (CPOV) provides online and face-to-face cultural awareness training in three versions: working with Aboriginal communities, people with disabilities, and culturally diverse communities. It was developed through extensive consultation and piloting to enhance volunteers' ability to work with diverse groups. CPOV uses a blended learning approach incorporating online modules and workshops. Feedback from pilots informed improvements to content, facilitator training, and support for learners with diverse needs. Evaluations found factors like small development teams, facilitator training, and college support improved successful delivery, while limitations included resources, distances, and learner digital/literacy skills.
The document summarizes the curriculum implemented at Neveh Channah High School for Girls to develop 21st century skills in their students. The curriculum focuses on developing information literacy, efficient use of ICT skills, inquiry-based research abilities, and collaborative work skills. It utilizes the Big Six skills model and involves project-based learning across subjects. One example highlighted is an international collaborative English literature project between the school and a school in Montreal, where students exchange reviews and research on a wiki platform. The document emphasizes the need for passion, support, resources, and social networks to succeed in implementing such a modern curriculum.
This document summarizes the information literacy curriculum implemented at Neveh Channah High School for Girls in Israel. The curriculum aims to teach students important 21st century skills like inquiry-based learning, efficient use of ICT skills, collaborative work, and developing research abilities. It utilizes frameworks like the Big Six skills model and involves projects on various subjects that integrate research, technology use, and collaboration both locally and internationally through a virtual learning platform. The success of the program relies on passionate educators, supportive administration, engaged students, adequate technology, and professional learning communities.
This document summarizes Lisa Harris' plans for curriculum innovation at the university. It outlines two new modules on living and working on the web and online social networks that take an interdisciplinary approach and incorporate social media. It discusses supporting initiatives like the student digital champions program and a digital literacies conference. The document provides background on a "life-wide" learning approach and the SMiLE project to archive tweets from university events.
This presentation gives an overview about the search engine optimization, which also called SEO. It covers the search engine landscape, how the search engines work, building accessible sites, and building search strategies.
COIL (Collaborative Online International Learning) is a teaching paradigm that brings students from different countries together in online courses to develop intercultural awareness and competence. COIL courses involve faculty partnerships where teachers design shared syllabi and collaborative learning experiences for their students. The goals are for students to learn course content through different cultural perspectives and to build relationships in multicultural virtual teams. COIL courses can be created from any discipline and use technologies like video conferencing to connect students across borders in synchronous and asynchronous activities and discussions.
This document summarizes the curriculum developed at Neveh Channah High School for Girls in Israel to teach information literacy and technology skills to students. The curriculum is based on the "Big Six" model of information problem solving and aims to prepare students for the 21st century by teaching them to acquire, evaluate, and use information effectively and ethically. It incorporates project-based learning on various subjects facilitated through a virtual learning platform. An example collaborative English literature project between the school and a Canadian partner is described, highlighting the development of students' research, writing, and peer review skills.
Global Citizenship, graduate attributes & learning outcomesNeil Currant
Global citizenship is a graduate attribute that proved challenging to define and implement in learning outcomes at Brookes University. An analysis found that some programs' stated learning outcomes for global citizenship did not align with definitions focusing on working in a global context, questioning one's own values regarding social issues, and understanding different cultural perspectives. While references to global contexts were most common, there was variability in how global citizenship was addressed and the cognitive levels targeted. The document argues global citizenship must be embodied in teaching practices and connect students, not just mentioned in outcomes, to truly develop this attribute in graduates.
Cultural Points of View (CPOV) provides online and face-to-face cultural awareness training in three versions: working with Aboriginal communities, people with disabilities, and culturally diverse communities. It was developed through extensive consultation and piloting to enhance volunteers' ability to work with diverse groups. CPOV uses a blended learning approach incorporating online modules and workshops. Feedback from pilots informed improvements to content, facilitator training, and support for learners with diverse needs. Evaluations found factors like small development teams, facilitator training, and college support improved successful delivery, while limitations included resources, distances, and learner digital/literacy skills.
The document summarizes the curriculum implemented at Neveh Channah High School for Girls to develop 21st century skills in their students. The curriculum focuses on developing information literacy, efficient use of ICT skills, inquiry-based research abilities, and collaborative work skills. It utilizes the Big Six skills model and involves project-based learning across subjects. One example highlighted is an international collaborative English literature project between the school and a school in Montreal, where students exchange reviews and research on a wiki platform. The document emphasizes the need for passion, support, resources, and social networks to succeed in implementing such a modern curriculum.
This document summarizes the information literacy curriculum implemented at Neveh Channah High School for Girls in Israel. The curriculum aims to teach students important 21st century skills like inquiry-based learning, efficient use of ICT skills, collaborative work, and developing research abilities. It utilizes frameworks like the Big Six skills model and involves projects on various subjects that integrate research, technology use, and collaboration both locally and internationally through a virtual learning platform. The success of the program relies on passionate educators, supportive administration, engaged students, adequate technology, and professional learning communities.
1. The document summarizes decisions made during a conference held from September 9-13, 2008. Key decisions included making course material more interactive using multimedia, establishing a flexible 60 ECTS credit system, and developing a common glossary and course structure across groups.
2. A common "European Teacher Model" was adopted to structure all courses. This model focuses on developing teachers' European identity, citizenship, cultural awareness, diversity, and professionalism.
3. A combined mindmap was developed linking these concepts to provide an overview of the integrated course content and connections between topics.
Eportfolios for Communication Skills and Intercultural Competenceguest1f0766
The document discusses the use of eportfolios to develop communication skills and intercultural competence. It describes the European Language Portfolio, which contains a passport, dossier, and biography to facilitate self-assessment and reflection on learning. Eportfolios support reflective learning by including diverse evidence and reflections that connect to shared assessment standards and facilitate discussion. The document also outlines several frameworks and initiatives for assessing intercultural learning outcomes using eportfolios, including rubrics that evaluate knowledge, skills, and attitudes.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...WASC Senior
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European citizenship - IOC at Aberdeen workshopDigit Class
The document discusses a proposed subject called "European citizenship" for the Grundtvig Project. It aims to build European awareness while respecting local traditions. The subject would help students learn about the European environment, reflect on their national and European identities, and gain tools for opportunities like exchanges, language study, grants, and work abroad. It would explore the meaning of European citizenship and introduce European institutions. Students would also reflect on cultural diversity and completing a final project using digital tools. The overall goals are to better inform and support young people to take advantage of mobility opportunities in Europe.
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
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Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
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The document discusses research on literacy in the 21st century. It covers:
1) Traditional literacy skills are still important but must be supplemented with new literacies like digital, visual, and screen literacy due to technological changes.
2) Research shows people read more slowly and less deeply from screens due to distractions. This may impact comprehension and higher order thinking.
3) Students demonstrate poor reading behaviors online like rapid clicking and scanning rather than deep reading. This impacts their ability to complete complex tasks requiring comprehension. Traditional literacy remains essential for online literacy.
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This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
The document summarizes an exchange program called "World Without Borders" run by AIESEC in Ukraine. It provides opportunities for students globally to interact with Ukrainian youth through internships and cultural exchanges. Over 30 countries and 200 interns participate annually. Interns stay with host families, in student dorms, or shared flats for 6-9 weeks over winter. They present their home country and lead workshops on topics like leadership, CSR and ecology to summer camps and schools.
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
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- A proposed model for social media courseware considers direct cultural factors like history and indirect design factors. The courseware aims to promote open sharing of resources while respecting regional diversity through appropriate design.
The document discusses literacy and technology enhanced learning from three perspectives: hindsight, insight, and foresight. It provides context on the BRILLE research center and discusses how Vygotsky's work on tools as mediators and the Zone of Proximal Development can provide insight into augmented contexts for development using mobile technologies. Future research questions are proposed around issues like balancing traditional assessment with collaborative learning supported by new technologies.
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1. The document summarizes decisions made during a conference held from September 9-13, 2008. Key decisions included making course material more interactive using multimedia, establishing a flexible 60 ECTS credit system, and developing a common glossary and course structure across groups.
2. A common "European Teacher Model" was adopted to structure all courses. This model focuses on developing teachers' European identity, citizenship, cultural awareness, diversity, and professionalism.
3. A combined mindmap was developed linking these concepts to provide an overview of the integrated course content and connections between topics.
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The document discusses the use of eportfolios to develop communication skills and intercultural competence. It describes the European Language Portfolio, which contains a passport, dossier, and biography to facilitate self-assessment and reflection on learning. Eportfolios support reflective learning by including diverse evidence and reflections that connect to shared assessment standards and facilitate discussion. The document also outlines several frameworks and initiatives for assessing intercultural learning outcomes using eportfolios, including rubrics that evaluate knowledge, skills, and attitudes.
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This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
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The document discusses a proposed subject called "European citizenship" for the Grundtvig Project. It aims to build European awareness while respecting local traditions. The subject would help students learn about the European environment, reflect on their national and European identities, and gain tools for opportunities like exchanges, language study, grants, and work abroad. It would explore the meaning of European citizenship and introduce European institutions. Students would also reflect on cultural diversity and completing a final project using digital tools. The overall goals are to better inform and support young people to take advantage of mobility opportunities in Europe.
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
support students from minoritized ethnic groups. Mehmet Sebih Oruç, Gail de Blaquière, Rebekah Puttick, Michelle Palmer.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
This document discusses developing global citizens through increasing faculty engagement in intercultural learning. It begins by outlining the learning outcomes, which are to gain new perspectives on global citizenship, increase awareness of challenges and opportunities in faculty engagement, and generate ideas for engagement. Next, the basics of global citizenship are explored, defining a global citizen as someone who can work effectively cross-culturally. Several common misconceptions about cultural differences are also addressed. The rest of the document focuses on case studies of assessing intercultural competence and a successful program at Purdue University for faculty development in this area. Tables are then instructed to discuss challenges to faculty engagement and brainstorm solutions.
The document discusses research on literacy in the 21st century. It covers:
1) Traditional literacy skills are still important but must be supplemented with new literacies like digital, visual, and screen literacy due to technological changes.
2) Research shows people read more slowly and less deeply from screens due to distractions. This may impact comprehension and higher order thinking.
3) Students demonstrate poor reading behaviors online like rapid clicking and scanning rather than deep reading. This impacts their ability to complete complex tasks requiring comprehension. Traditional literacy remains essential for online literacy.
Co-imagineering the future university APT17 4 July 2017Chrissi Nerantzi
This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
The document summarizes an exchange program called "World Without Borders" run by AIESEC in Ukraine. It provides opportunities for students globally to interact with Ukrainian youth through internships and cultural exchanges. Over 30 countries and 200 interns participate annually. Interns stay with host families, in student dorms, or shared flats for 6-9 weeks over winter. They present their home country and lead workshops on topics like leadership, CSR and ecology to summer camps and schools.
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
Social Media Based Courseware for ASEAN Open Education: Opportunity and New ...Jintavee Khlaisang
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- A proposed model for social media courseware considers direct cultural factors like history and indirect design factors. The courseware aims to promote open sharing of resources while respecting regional diversity through appropriate design.
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Overview
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Cross-cultural Understanding of Content and Interface in the Context of E-learning Systems
1. Cross-cultural Understanding of
Content and Interface in the Context of
E-learning Systems
Abdalghani Mushtaha and Olga De Troyer
Vrije Universiteit Brussel (VUB), Department of Computer Science
Research Group WISE, Pleinlaan 2, 1050 Brussels, Belgium
{abmushta, Olga.DeTroyer }@vub.ac.be
12th International Conference on Human-Computer Interaction
23/03/13 | pag. 1 Usability and Internationalization
2. Overview
• E-Learning
• Localization of E-learning Web Sites
• Purpose of our Research
• Methodology of Study
• Summary of Results
– Participants’ Characteristics
– Cultural Evaluation
– WebCt and CLC Websites
• Conclusion.
• Further Research
HCI 2007 –
23/03/13 | page. 2
3. E-Learning Web Sites
• The majority of (e-learning) websites are produced
in English.
• The localisation of e-learning content is not only
about translation
…..it should be deeper.
• Adapting a product or service to a particular
language, culture, and give it a local ‘look-and-
feel’
MCL 2006 - Brussels
23/03/13 | page. 3
4. Localization of E-learning
Web Sites
• Cultural differences have been studied and
researched by many anthropologists:
Ex. Fons Trompenaars, Edward Hall, David Victor,
Quincy Wright…
HCI 2007 - Beijing
23/03/13 | page. 4
5. Localization of E-learning
Web Sites
• Based on those cultural studies, much
research done…
– Tries to find a link between cultural
dimensions and Website design.
Ex. Evers & Day; Marcus & Gould; Mahemoff &
Johnston; Dormann & Chisalita …
MCL 2006 - Brussels
23/03/13 | page. 5
6. Localization of E-learning
Web Sites
• Hofstede defines the culture as:
"patterns of:
• Thinking,
• Feeling, and
• potential acting
That all people carry within themselves",
He terms it: “mental programs”.
HCI 2007 - Beijing
23/03/13 | page. 6
7. Localization of E-learning
Web Sites
• Three component:
– Human nature: Common to all humans, ability
to feel anger, sadness.. Etc. – Inherit
– Culture: Shared with a group - Learned.
– Personality: Specific to individual – Learned &
Inherit.
HCI 2007 - Beijing
23/03/13 | page. 7
11. Purpose of our Research
• The purpose of our research are:
– (1) Evaluation study (pilot study)..
– (2) Developing a design methodology for localisation
• Target websites are distance-learning websites.
MCL 2006 - Brussels
23/03/13 | page. 11
12. Purpose of this pilot study
• Evaluate the influence of the user’s
cultural background on content and
interface understanding.
• Determine the most important cultural
dimensions.
HCI 2007 - Beijing
23/03/13 | page. 12
13. Methodology
• A comparative study was carried out
involving Palestinian and Belgian
students:
– To measure: understanding and acceptance
of some pre-selected E-learning portals.
– A multi-method approach was used.
MCL 2006 - Brussels
23/03/13 | page. 13
14. Methodology
• The questionnaire for this research study
divided into 3 main sections:
– Participants’ Characteristics
– Cultural Evaluation (for 16 Cultural dimensions )
– Working with the WebCT and CLC portals
HCI 2007 - Beijing
23/03/13 | page. 14
15. Summary of Results
Participants’ characteristics
• Internet / computer usage.
• Internet activities.
• Movies preferences
Palestinians Belgians
Language 39 (93%) Arabic 11 (52%) Dutch & English
preferences 3 (7%) English. 7 (33%) Dutch.
3 (14%) Dutch, English and French.
Cultural 19 (45%) Palestinian culture 9 (43%) Belgium culture.
preferences 9 (22%) Arabian and Islam 6 (29%) no particular culture.
8 (19%) Palestinian & Islam 3 (14%) Flanders culture.
6 (14%) Arabian culture 3 (14%): USA, Arabic culture and one
consider himself belonging to the German
culture
HCI 2007 - Beijing
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16. Summary of Results
Cultural Evaluation
Di. No. Name Palestine Belgium
1 Human Nature Orientation. 4.1 4.3
2 Individualism vs. Collectivism. 2.1 3
3 Internal vs. External Control. 2.1 3.6
4 Time Orientation. 4.2 3.9
5 Authority Conception. 2.3 2.1
6 Context. 4.7 4.8
7 Gender Roles. 4.2 2.3
8 Power Distance. 3.6 2.8
9 Uncertainty Avoidance. 3.1 3
10 Universalism vs. Particularism. 1.8 2.9
11 Achievement vs. Ascription. 3.2 4.4
12 Affective vs. Neutral. 2.7 3.8
13 Specific vs. Diffuse. 2.5 2.6
14 Experience of Technology. 2.8 3
15 Face-Saving. 1.7 1.5
16 International Trade and Communication. 4.6 4.6
HCI 2007 - Beijing
23/03/13 | page. 16
17. Summary of Results
Cultural Evaluation
• Individualism Vs. collective
Hofstede’s categorized: Belgians as Individualism, and
Arab world collective.
Outcome:
– Belgians:
• Individualists but not as strong as the anthropological studies
categorized.
– Chatting; showing their nation, helping people,
– …but ,every one is looking after him self and is focused on his personal
development.
– Palestinian:
• Showing their religion.
HCI 2007 - Beijing
23/03/13 | page. 17
18. Summary of Results
Cultural Evaluation
• Internal vs. External Control
– The study found that, the Belgian participants
are more internalist than the Palestinians.
• Affective vs. Neutral
– The Belgians insist on follow the rules
whenever possible.
– For the Palestinians, relationships are more
important than rules.
HCI 2007 - Beijing
23/03/13 | page. 18
19. Summary of Results
WebCt and CLC Websites
• This part measures the understanding of the two portals.
oMeasured understanding of the objects and icons.
Meaning Icon Expectation Matching Expectation Matching
[Ps.] [Ps.] [Be.] [Be.]
Calendar 86% 41% 81% 62%
Chat 93% 89% 90.5% 92%
Syllabus 62% 2% 52% 0%
Links 23% 0% 43% 0%
Mail 79% 37% 100% 32%
Discussion 19% 23% 62% 14%
Homepages 77% 0% 84% 0%
HCI 2007 - Beijing
23/03/13 | page. 19
20. Summary of Results
WebCt and CLC Websites
• Graphical pictures did not always helped to
understand what could be found on the target
page.
• Associated unknown object to real world
meaning.
HCI 2007 - Beijing
23/03/13 | page. 20
21. Summary of Results
WebCt and CLC Websites
• The girl picture:
Palestinian participants opened a discussion:
• Of the 42 participants:
– 17 (41%) have voted to change the pictures,
– 11 (26%) have voted to not change the pictures, and
– 14 (33%) didn’t care.
Belgium participants: no objections.
HCI 2007 - Beijing
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22. Discussion and Conclusion
• There is a convergence in some cultural values
between students of both countries.
• However, there are still differences in some of
cultural dimensions.
• Internet is becoming a part of students daily life.
• Thanks to modern communication: cultural gap
between the two groups seems to decrease.
MCL 2006 - Brussels
23/03/13 | page. 22
23. Discussion and Conclusion
• The Web itself is transformed from a so-called "Read-
only Web" to a "Read-Write Web".
• New culture to appears.
• “Digital natives“: New ways of information absorption.
….Therefore some of the cultural differences are going to
disappear while others, more fundamental ones, will be
kept.
MCL 2006 - Brussels
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25. Discussion and Conclusion
• In localizing e-learning portals: it is not
necessary to take into account all the traditional
cultural dimensions.
• Cultural identity does not change.
• Some cultural factors are still very important and
should be taken into consideration when do
localization.
HCI 2007 - Beijing
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27. Further Research
• Construct a methodology - based on patterns
and guidelines for localisation or
internationalisation of e-learning websites.
• Develop a tool to support localization:
– Glows (Globalisation, localisation of websites
and systems).
HCI 2007 - Beijing
23/03/13 | page. 27