In class last night, we spent some time discussing the different theories that can be applied to instructional design. Gauging your audience and its needs are important aspects of choosing what theories to align your instruction with. Looking at things like learning style, demographics, experience and ability are all important when deciding how to structure your learning programs. But what if your audience is made up of learners from somewhere on the other side of the planet? One of the first steps in the design process is to determine the best way to cater to your audience. On a global scale, this is especially important, because people of different nationalities and cultures not only learn in different ways, but have different norms that should be considered when a designer is creating instruction for them. This means being culturally aware. According to the Centre for Cultural Diversity in Ageing (2010), cultural awareness “entails an understanding of how a person's culture may inform their values, behaviour, beliefs and basic assumptions.” Being culturally aware is one of the fundamental requirements when designing instruction on a global level.
How culturally aware are you? Take this quiz and find out! http://www.kwintessential.co.uk/resources/culture-test-1.html
Quesenbery and Szuc (2011) believe when designing for a global audience the core techniques of design does not vary. Nevertheless, additional techniques suggested are to plan for globalization, decide on your global strategy, get the language right, and create a good local experience (Quesenbery & Sulc, 2011). Planning for globalization includes researching the culture, the locations, and understanding similar previous products (or instruction) that have been implemented. Researching this information will identify areas that need adjusting whether it is the text, layout, procedures, or context. Understanding what makes the audience different, but yet the same will start to align the concepts within the instruction and allow the product (or instruction) to be distributed throughout all desired markets. Deciding on your global strategy is the next step in designing for a global audience. Having a clear goal for the project will give the project direction. In most cases companies start off with a goal directed to one sector and later broaden the goal; however some companies do start out with a broader view that allows them to avoid significant amounts of focus on one sector (Quesenberry & Szuc, 2011). After the goal is set selecting the approach for a global brand is recommended. There are three approaches that are suggested, one product, local control, or the global templates with local variations. One product allows little deviation on how the product is used or understood. This design is for a primary market and for products that are mainly hardware-based. The locally controlled products make their own design decisions about the layout and content of the site. Local companies have the most control under this approach. The final approach is a global template with local variations. Creating a single design for all markets and being able to have variations for local needs is the core of this approach. This approach tries to find a middle ground. All of these approaches try to create a clear global strategy (Quesenberry & Szuc, 2011). The next step to designing for a global audience is getting the language right. Translating the content consist of not only translating the text, but also changing the format from right to left or left to right if need be, and making the information appropriate in style and tone. The last step Qesenberry and Szuc (2011) addressed was creating a good local experience. Whatever you may design for a global audience must be accepted by the user. Being able to adapt your product (or instruction) into the local environment will dictate the success of the design (Quesenberry and Szuc, 2011).
Questions to consider:
1. What are some experiences you’ve had with differing cultural norms? How did you react to these differences?
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
Extras:
This is a TED ed video talking about how Twitter and Facebook speak to a global audience:
http://www.ted.com/talks/ethan_zuckerman.html
References
Quesenbery, W., and Szuc D. (2012). "Design for a Global Audience." Global UX: Design and Research in a Connected World. Waltham, MA: Morgan Kaufmann, 171-94.
Centre for Cultural Diversity in Ageing. (2010). “Cultural Awarenes”. Retrieved from http://www.culturaldiversity.com.au/practice-guides/cultural-awareness.
1. What are some experiences you have had with differing cultural norms? How did you react to these differences?
ReplyDeleteI went on vacation when I was like 10 to Miami, and no one told me that upon greeting someone in the Latin community there it is expected to kiss them one time on each cheek. I was pretty young, so having a bunch of people I was just meeting kiss me all the time really made me feel uncomfortable. My mom explained the situation to me afterwards, and it made so much more sense, I wish she had informed me before the trip!
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
I would research their cultural norms and business practices so that I could tailor the training program to their expectations and to avoid any cultural norm conflicts.
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
Language barriers for sure! It would be such a waste of time to create a training program in one language when maybe not everyone in the audience speaks that language. This could be a huge problem!
On a total side note, there should be some sort of class taught on cultural business practices in college! That'd be so fun, interesting and helpful after we graduate.
ReplyDelete1.
I experienced culture shock twice when I lived in South America. I followed the traditional steps to some extent that one follows through death. I eventually learned to function in the new culture and the new norms became normal to me. For example, I got used to different greetings like kissing on the cheek when coming and leaving.
2.
I would research the country first. I would then try to set up a meeting with someone who originated form that country to get a firsthand account of what I needed to know. I would want someone who understood that culture on my design team.
3.
I would be intimidated to design a global project in the fear that it would present very western viewpoints and outlooks that would not translate or market well. This would be a huge undertaking. I would be concerned about languages, customs and cultural differences. For instance, I would not want to have an offensive sign in my project. A huge risk factor runs with any project or product for a globally diverse audience. I would have to look at money, audience, and stakeholders. Just imagining and design proposal draft for this type of project makes my head spin a little.
1. What are some experiences you’ve had with differing cultural norms? How did you react to these differences?
ReplyDeleteI have not had any experiences that I can think of that note different cultural norms in my life. I have been trying to think of something but have been left empty handed. I scored 2 out of 7 on the quiz which shows that I have a lack of experiences and knowledge.
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
It is very important to understand the cultural norms of other countries before creating a training program. One must understand the training content and audience they are creating for. You should research social norms and what is appropriate and inappropriate to do in professional settings.
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
As I previously stated, understanding the audience is important. I would be very worried that I would do something or put a portion into the training program that while here in America is deemed appropriate, would be offensive to those of another countries culture. Designing internationally would be very difficult without background in international affairs or curriculum without intensive research. Additionally, I would want to make sure that translated information is translated accordingly and that it makes sense to those from other language backgrounds.
1. What are some experiences you’ve had with differing cultural norms? How did you react to these differences?
ReplyDeleteMuch like the previous comments on this question, I experienced first hand cultural norms when traveling outside of the U.S. When I went to London last year to visit a friend she informed me of numerous phrases that are common slang here in America but have a much different & offensive meaning/interpretation in the United Kingdom. I of course adhered to her advice and made a conscious effort to refrain from uses those terms. I believe one of the most important elements to successfully handling cultural differences is having a high level of tolerance, respect and understanding.
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
As stated in the main blog it is critical to know/understand your audience to have an effective training program rearing optimal outcomes. I would go about this by researching, contacting subject matter experts and seek out other helpful resources.
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
My biggest concern would be how to establish a universally ACCEPTABLE training seeing how different language/cultures/learning styles are encompassed globally.
1. What are some experiences you’ve had with differing cultural norms? How did you react to these differences?
ReplyDeletePersonally, I love learning about other cultures' norms. A year ago I traveled to Nicaragua and did volunteer work with an orphanage in Managua. The main difference, which is not really a norm, was the language barrier. This required me to have a lot of patience when working with the children and adults in the community. Other than that there were not any outstanding social norms that were noticeable barriers to my interactions.
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
As Kelly and Kyla stated, the first step I would take would be to learn more about the learners culture and background. I think this is the most important move an instructional designer makes in this type of situation, because it is the stepping stone to the rest of the design. Additionally, I would want to learn about the technology that is available to the learners.
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
The main concerns I would have would be how to deliver the information among a variety of learners and how to generalize the content for a variety of learners.
1. What are some experiences you’ve had with differing cultural norms? How did you react to these differences?
ReplyDeleteWhen I studied aboard in China for 3 weeks I had numerous unique experiences with differing cultural norms. There was the obvious incident of trying to use chopsticks properly, but getting used to drinking boiling hot water was probably the hardest norm to get used to. At first I found myself questioning some of the differing norms, but eventually as I got used to things, I found myself naturally participating/doing these things and they didn’t seem as “strange” or uncomfortable anymore.
2. If you were to design a training program for learners from another country, what first steps would you take in the design process?
The first thing I would do is to talk with people who have experiences and knowledge about that country’s culture. Knowledge about another culture is so important and it is essential to understand cultural values. One may be normal for one culture, may be offensive or strange for another culture. It is vital to know who you are working with in order to complete the task successfully.
3. If you were to design a training program for a globally diverse audience, what are some concerns you’d have in the development of your instruction? Why?
My biggest challenge would be figuring out how to include a wide-variety of cultural values into the program. It would also be a challenge to know how to style the training program. For example, would it be better for the program to be more rigid and structured, or open-ended with less guidance?
I have encountered a number of cultural norms while abroad, and always tried to adapt to them or at least not cause offense. In Indonesia, I unwillingly drank hot coffee and hot sweet tea instead of water in uncomfortably hot and humid weather. These drinks were offered constantly to guests and not to accept was rude, so I did my best.
ReplyDeleteIf I was involved in training program design for a particular group of non-U.S. learners, I would try to have a consultant from that cultural group involved, and start by doing as much research and data-gathering as I could. As a starting point, I would want to understand the way education / training is perceived in the culture, who the learners are, and what their technological infrastructure is like.
As for a globally diverse audience, I'd be concerned that my viewpoints and biases would unintentionally show through in the design and development of instruction, learning activities, and assessment. The focus on 'active learning' is still very North American. Some groups still want and expect to be lectured at length by an expert. Different groups are acculturated to their own educational norms - perhaps working in teams or conversely, being expected to speak up or contribute independently, would be alienating.
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