ERIC Number: EJ963392
Record Type: Journal
Publication Date: 2012-May
Abstractor: As Provided
Reference Count: 27
A Design-Based Research Case Study Documenting a Constructivist ID Process and Instructional Solution for a Cross-Cultural Workforce
Tracey, Monica W.; Unger, Kelly L.
Instructional Science: An International Journal of the Learning Sciences, v40 n3 p461-476 May 2012
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.
Descriptors: Case Studies, Constructivism (Learning), Instructional Design, Labor Force Development, Cultural Differences, Apprenticeships, Scaffolding (Teaching Technique), Coaching (Performance), Modeling (Psychology), Job Training, Unskilled Workers, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Location: United Arab Emirates