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==== Design implications ====
A "multiple cultural model" of [[instructional design]] emphasizes variability and flexibility in the process of designing for multicultural inclusiveness, focusing on the development of learning environments reflecting the multicultural realities of society, include multiple ways of teaching and learning, and promote equity of outcomes.<ref>Henderson, L. (1994). Reeves' pedagogic model of interactive learning systems and cultural contextuality (pp. 189–203). Presented at the Proceedings of the second international interactive multimedia symposium, Promaco Conventions Pty. Ltd. Perth.</ref><ref>Henderson, L. (1996). Instructional design of interactive multimedia: A cultural critique. Educational Technology Research and Development, 44(4), 85–104.</ref> McLoughlin, C. & Oliver<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index {{Webarchive|url=https://web.archive.org/web/20160304071844/http://ascilite.org.au/ajet/submission/index |date=2016-03-04 }}.</ref> propose a social, constructivist approach to the design of culturally-sensitive CSCL environments which emphasizes flexibility with regard to specific learning tasks, tools, roles, responsibilities, communication strategies, social interactions, learning goals and modes of assessment [B5]. Constructivist instructional design approaches such as R2D2<ref>Willis, J. (1995). A Recursive, Reflective Instructional Design Model Based on Constructivist-Interpretivist Theory. Educational Technology, 35(6), 5–23.</ref> which emphasize reflexive, recursive, [[participatory design]] of learning experiences may be employed in developing CSCL which authentically engages learners from diverse linguistic and cultural backgrounds.
== Dyslexia in Computer-Supported Collaborative Learning ==
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