Multicultural instructional design: concepts, methodologies, tools, and applications
"This book is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highli...
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA
IGI Global
[2020]
|
| Schlagworte: | |
| Online-Zugang: | DE-1050 DE-706 DE-83 DE-898 Volltext |
| Zusammenfassung: | "This book is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highlighting a range of topics such as intercultural communication, student diversity, and language skills"-- |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9781522592808 |
| DOI: | 10.4018/978-1-5225-9279-2 |
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| 505 | 8 | |a Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Multicultural orientations for 21st century global leadership ; Chapter 2. The distance education phenomena: from initial interactive activities to a full onslaught of multimedia instructional support ; Chapter 3. The role of instructional design in transformative learning ; Chapter 4. Promoting diversity and multicultural training in higher education: calling in faculty ; Chapter 5. Intercultural computer-supported collaborative learning: theory and practice ; Chapter 6. Biculturalism -- | |
| 505 | 8 | |a Section 2. Development and design methodologies. Chapter 7. Reconsidering interculturality in online language education ; Chapter 8. A new border pedagogy: rethinking outbound mobility programs in the Asian century ; Chapter 9. How to design an active e-course?: Meta models to support the process of instructional design of an active e-course ; Chapter 10. Using instructional design goals to appropriately classify instructional design models ; Chapter 11. Implications of similarities in instructional design, learner interface Design and user interface design in designing a user-friendly online module ; Chapter 12. Web-based course design models ; Chapter 13. Librarians and instructional design challenges: concepts, examples, and a flexible design framework ; Chapter 14. Online learning and metacognition: a design framework ; Chapter 15. Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning ; Chapter 16. | |
| 505 | 8 | |a Instructional design for simulations in special education virtual learning spaces ; Chapter 17. Modelling for value systems in a diverse online program in the Caribbean ; Chapter 18. An ecological model of student interaction in online learning environments ; Chapter 19. Multicultural education in the context of community: assessing the impact of service-learning in teacher education ; Chapter 20. Integrating culture in language preparatory programs: from the perspectives of native and non-native English instructors in Turkey ; Chapter 21. Designing interactive cross-cultural mobile-assisted language learning ; Chapter 22. The road to intercultural development and internationalization -- | |
| 505 | 8 | |a Section 3. Tools and technologies. Chapter 23. Cultivating global citizens: classroom tools to reduce cultural judgment and foster intercultural understanding in higher ed ; Chapter 24. Improving the quality of online learning environments: the value of an online specific design model ; Chapter 25. Use of new media in intercultural communication classes: "i have to text my classmate in China!" -- | |
| 505 | 8 | |a Volume II. Chapter 26. Social media in higher education: enriching graduate students' professional growth outside the classroom ; Chapter 27. Effect of GI and glogster on improving the intercultural communication skills in higher education ; Chapter 28. The common European framework of reference for languages, the intercultural development index, and intercultural communication competence ; Chapter 29. Intercultural learning via videoconferencing: students' attitudes and experiences ; Chapter 30. Enhancing students' intercultural competence and learner autonomy via Facebook telecollaboration ; Chapter 31. Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange ; Chapter 32. Using the medicine wheel for curriculum design in intercultural communication: rethinking learning outcomes ; Chapter 33. Developing intercultural competence and language skills through international online collaborative learning ; Chapter 34. | |
| 505 | 8 | |a Technology tools for building diverse, equitable, and inclusive classrooms ; Chapter 35. The use of virtual worlds for developing intercultural competences ; Chapter 36. Cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs ; Chapter 37. Exploring intercultural communication through the act of translation in subtitling -- | |
| 505 | 8 | |a Section 4. Utilization and applications. Chapter 38. Instructional Design technology in higher education system: role and impact on developing creative learning environments ; Chapter 39. Intercultural communication between East and West: implications for students on study abroad programs to China ; Chapter 40. Integrating intercultural competencies into the professional skills curriculum ; Chapter 41. Intercultural programming without intercultural competence: what does it look like in practice? ; Chapter 42. Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom ; Chapter 43. The importance of intercultural learning in study abroad ; Chapter 44. Translator intercultural competence: a model, learning objectives, and level indicators ; Chapter 45. Telecollaboration in foreign language curricula: a case study on intercultural understanding in video communication exchanges ; Chapter 46. | |
| 505 | 8 | |a Opening the classroom to the world: a grounded-theory study of student perceptions of integrating intercultural competence into curriculum ; Chapter 47. Designing assessment, assessing instructional design: from pedagogical concepts to practical applications ; Chapter 48. Identity, power, and discomfort: developing intercultural competence through transformative learning ; Chapter 49. Fostering student work-based experiences through service-learning ; Chapter 50. Target language, target culture: intercultural competence in the SSL (Spanish as a second language) classroom ; Chapter 51. Developing intercultural awareness within teacher preparation program -- | |
| 505 | 8 | |a Volume III. Chapter 52. Inclusive learning for the rural healthcare professional: considering the needs of a diverse population ; Chapter 53. The trouble with cyberpragmatics: embedding an online intercultural learning project into the curriculum ; Chapter 54. International family configurations in Tokyo and their cross-cultural approaches to language socialization ; Chapter 55. Dealing with cross-cultural issues in culturally diverse classrooms: the case of Dutch business schools -- | |
| 505 | 8 | |a Section 5. Organizational and social implications. Chapter 56. Assessing intercultural sensitivity and effectiveness: adult learners of Chinese as a l2 ; Chapter 57. Fostering intercultural identity during study abroad to strengthen intercultural competence ; Chapter 58. Reflecting on new faculty training: internationalized learning essentials ; Chapter 59. Towards realizing twenty-first century skills: deliberate scaffolding of metacognition in instruction ; Chapter 60. Intercultural knowledge transfer in teams ; Chapter 61. Assessing multilingual multicultural teachers' communication styles ; Chapter 62. The Benefits and challenges of new media for intercultural conflict ; Chapter 63. Multicultural leadership in higher education ; Chapter 64. Speaking with trunks, dancing with the "pink elephants": troubling e-racism, e-classism, and e-sexism in teaching multicultural teacher education ; Chapter 65. | |
| 505 | 8 | |a Deepening understanding of multicultural online education: teaching presence for English language learners ; Chapter 66. Facilitating multicultural student team engagement in higher education: a model for digital learning environments ; Chapter 67. Understanding social identity through autoethography: building intercultural communication competencies in higher education classroom ; Chapter 68. Describing undergraduate students' intercultural learning through study abroad in terms of their 'cultural responsiveness' ; Chapter 69. Understanding teachers' cultural competencies: supporting the development of teachers' self-awareness and social awareness -- Section 6. Critical issues and challenges. Chapter 70. Fostering a global mind: challenges and best practices in higher education ; Chapter 71. Teaching practicums abroad: increasing the professionalization of preservice foreign language teachers ; Chapter 72 | |
| 505 | 8 | |a Research on US education abroad: a concise overview ; Chapter 73. Multicultural counseling competencies: why is it difficult to apply what we know ...? -- Section 7. Emerging trends. Chapter 74. Emergent pathways for the future of instructional design ; Chapter 75. Emergent technologies shaping instructional Design ; Chapter 76. Developing a reflexive teaching model | |
| 520 | |a "This book is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highlighting a range of topics such as intercultural communication, student diversity, and language skills"-- | ||
| 650 | 4 | |a Multicultural education / Computer-assisted instruction | |
| 650 | 4 | |a Multicultural education / Curricula | |
| 650 | 4 | |a Instructional systems / Design | |
| 650 | 4 | |a Culturally relevant pedagogy | |
| 650 | 7 | |a EDUCATION / Essays |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Reference |2 bisacsh | |
| 650 | 7 | |a Culturally relevant pedagogy |2 fast | |
| 650 | 7 | |a Instructional systems / Design |2 fast | |
| 650 | 7 | |a Multicultural education / Computer-assisted instruction |2 fast | |
| 650 | 7 | |a Multicultural education / Curricula |2 fast | |
| 710 | 2 | |a Information Resources Management Association |0 (DE-588)5010976-5 |4 isb | |
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| contents | Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Multicultural orientations for 21st century global leadership ; Chapter 2. The distance education phenomena: from initial interactive activities to a full onslaught of multimedia instructional support ; Chapter 3. The role of instructional design in transformative learning ; Chapter 4. Promoting diversity and multicultural training in higher education: calling in faculty ; Chapter 5. Intercultural computer-supported collaborative learning: theory and practice ; Chapter 6. Biculturalism -- Section 2. Development and design methodologies. Chapter 7. Reconsidering interculturality in online language education ; Chapter 8. A new border pedagogy: rethinking outbound mobility programs in the Asian century ; Chapter 9. How to design an active e-course?: Meta models to support the process of instructional design of an active e-course ; Chapter 10. Using instructional design goals to appropriately classify instructional design models ; Chapter 11. Implications of similarities in instructional design, learner interface Design and user interface design in designing a user-friendly online module ; Chapter 12. Web-based course design models ; Chapter 13. Librarians and instructional design challenges: concepts, examples, and a flexible design framework ; Chapter 14. Online learning and metacognition: a design framework ; Chapter 15. Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning ; Chapter 16. Instructional design for simulations in special education virtual learning spaces ; Chapter 17. Modelling for value systems in a diverse online program in the Caribbean ; Chapter 18. An ecological model of student interaction in online learning environments ; Chapter 19. Multicultural education in the context of community: assessing the impact of service-learning in teacher education ; Chapter 20. Integrating culture in language preparatory programs: from the perspectives of native and non-native English instructors in Turkey ; Chapter 21. Designing interactive cross-cultural mobile-assisted language learning ; Chapter 22. The road to intercultural development and internationalization -- Section 3. Tools and technologies. Chapter 23. Cultivating global citizens: classroom tools to reduce cultural judgment and foster intercultural understanding in higher ed ; Chapter 24. Improving the quality of online learning environments: the value of an online specific design model ; Chapter 25. Use of new media in intercultural communication classes: "i have to text my classmate in China!" -- Volume II. Chapter 26. Social media in higher education: enriching graduate students' professional growth outside the classroom ; Chapter 27. Effect of GI and glogster on improving the intercultural communication skills in higher education ; Chapter 28. The common European framework of reference for languages, the intercultural development index, and intercultural communication competence ; Chapter 29. Intercultural learning via videoconferencing: students' attitudes and experiences ; Chapter 30. Enhancing students' intercultural competence and learner autonomy via Facebook telecollaboration ; Chapter 31. Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange ; Chapter 32. Using the medicine wheel for curriculum design in intercultural communication: rethinking learning outcomes ; Chapter 33. Developing intercultural competence and language skills through international online collaborative learning ; Chapter 34. Technology tools for building diverse, equitable, and inclusive classrooms ; Chapter 35. The use of virtual worlds for developing intercultural competences ; Chapter 36. Cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs ; Chapter 37. Exploring intercultural communication through the act of translation in subtitling -- Section 4. Utilization and applications. Chapter 38. Instructional Design technology in higher education system: role and impact on developing creative learning environments ; Chapter 39. Intercultural communication between East and West: implications for students on study abroad programs to China ; Chapter 40. Integrating intercultural competencies into the professional skills curriculum ; Chapter 41. Intercultural programming without intercultural competence: what does it look like in practice? ; Chapter 42. Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom ; Chapter 43. The importance of intercultural learning in study abroad ; Chapter 44. Translator intercultural competence: a model, learning objectives, and level indicators ; Chapter 45. Telecollaboration in foreign language curricula: a case study on intercultural understanding in video communication exchanges ; Chapter 46. Opening the classroom to the world: a grounded-theory study of student perceptions of integrating intercultural competence into curriculum ; Chapter 47. Designing assessment, assessing instructional design: from pedagogical concepts to practical applications ; Chapter 48. Identity, power, and discomfort: developing intercultural competence through transformative learning ; Chapter 49. Fostering student work-based experiences through service-learning ; Chapter 50. Target language, target culture: intercultural competence in the SSL (Spanish as a second language) classroom ; Chapter 51. Developing intercultural awareness within teacher preparation program -- Volume III. Chapter 52. Inclusive learning for the rural healthcare professional: considering the needs of a diverse population ; Chapter 53. The trouble with cyberpragmatics: embedding an online intercultural learning project into the curriculum ; Chapter 54. International family configurations in Tokyo and their cross-cultural approaches to language socialization ; Chapter 55. Dealing with cross-cultural issues in culturally diverse classrooms: the case of Dutch business schools -- Section 5. Organizational and social implications. Chapter 56. Assessing intercultural sensitivity and effectiveness: adult learners of Chinese as a l2 ; Chapter 57. Fostering intercultural identity during study abroad to strengthen intercultural competence ; Chapter 58. Reflecting on new faculty training: internationalized learning essentials ; Chapter 59. Towards realizing twenty-first century skills: deliberate scaffolding of metacognition in instruction ; Chapter 60. Intercultural knowledge transfer in teams ; Chapter 61. Assessing multilingual multicultural teachers' communication styles ; Chapter 62. The Benefits and challenges of new media for intercultural conflict ; Chapter 63. Multicultural leadership in higher education ; Chapter 64. Speaking with trunks, dancing with the "pink elephants": troubling e-racism, e-classism, and e-sexism in teaching multicultural teacher education ; Chapter 65. Deepening understanding of multicultural online education: teaching presence for English language learners ; Chapter 66. Facilitating multicultural student team engagement in higher education: a model for digital learning environments ; Chapter 67. Understanding social identity through autoethography: building intercultural communication competencies in higher education classroom ; Chapter 68. Describing undergraduate students' intercultural learning through study abroad in terms of their 'cultural responsiveness' ; Chapter 69. Understanding teachers' cultural competencies: supporting the development of teachers' self-awareness and social awareness -- Section 6. Critical issues and challenges. Chapter 70. Fostering a global mind: challenges and best practices in higher education ; Chapter 71. Teaching practicums abroad: increasing the professionalization of preservice foreign language teachers ; Chapter 72 Research on US education abroad: a concise overview ; Chapter 73. Multicultural counseling competencies: why is it difficult to apply what we know ...? -- Section 7. Emerging trends. Chapter 74. Emergent pathways for the future of instructional design ; Chapter 75. Emergent technologies shaping instructional Design ; Chapter 76. Developing a reflexive teaching model |
| ctrlnum | (OCoLC)1126550780 (DE-599)BVBBV046217498 |
| doi_str_mv | 10.4018/978-1-5225-9279-2 |
| format | Electronic eBook |
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Section 1. Fundamental concepts and theories. Chapter 1. Multicultural orientations for 21st century global leadership ; Chapter 2. The distance education phenomena: from initial interactive activities to a full onslaught of multimedia instructional support ; Chapter 3. The role of instructional design in transformative learning ; Chapter 4. Promoting diversity and multicultural training in higher education: calling in faculty ; Chapter 5. Intercultural computer-supported collaborative learning: theory and practice ; Chapter 6. Biculturalism --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Section 2. Development and design methodologies. Chapter 7. Reconsidering interculturality in online language education ; Chapter 8. A new border pedagogy: rethinking outbound mobility programs in the Asian century ; Chapter 9. How to design an active e-course?: Meta models to support the process of instructional design of an active e-course ; Chapter 10. Using instructional design goals to appropriately classify instructional design models ; Chapter 11. Implications of similarities in instructional design, learner interface Design and user interface design in designing a user-friendly online module ; Chapter 12. Web-based course design models ; Chapter 13. Librarians and instructional design challenges: concepts, examples, and a flexible design framework ; Chapter 14. Online learning and metacognition: a design framework ; Chapter 15. Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning ; Chapter 16.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Instructional design for simulations in special education virtual learning spaces ; Chapter 17. Modelling for value systems in a diverse online program in the Caribbean ; Chapter 18. An ecological model of student interaction in online learning environments ; Chapter 19. Multicultural education in the context of community: assessing the impact of service-learning in teacher education ; Chapter 20. Integrating culture in language preparatory programs: from the perspectives of native and non-native English instructors in Turkey ; Chapter 21. Designing interactive cross-cultural mobile-assisted language learning ; Chapter 22. The road to intercultural development and internationalization --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Section 3. Tools and technologies. Chapter 23. Cultivating global citizens: classroom tools to reduce cultural judgment and foster intercultural understanding in higher ed ; Chapter 24. Improving the quality of online learning environments: the value of an online specific design model ; Chapter 25. Use of new media in intercultural communication classes: "i have to text my classmate in China!" --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Volume II. Chapter 26. Social media in higher education: enriching graduate students' professional growth outside the classroom ; Chapter 27. Effect of GI and glogster on improving the intercultural communication skills in higher education ; Chapter 28. The common European framework of reference for languages, the intercultural development index, and intercultural communication competence ; Chapter 29. Intercultural learning via videoconferencing: students' attitudes and experiences ; Chapter 30. Enhancing students' intercultural competence and learner autonomy via Facebook telecollaboration ; Chapter 31. Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange ; Chapter 32. Using the medicine wheel for curriculum design in intercultural communication: rethinking learning outcomes ; Chapter 33. Developing intercultural competence and language skills through international online collaborative learning ; Chapter 34.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Technology tools for building diverse, equitable, and inclusive classrooms ; Chapter 35. The use of virtual worlds for developing intercultural competences ; Chapter 36. Cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs ; Chapter 37. Exploring intercultural communication through the act of translation in subtitling --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Section 4. Utilization and applications. Chapter 38. Instructional Design technology in higher education system: role and impact on developing creative learning environments ; Chapter 39. Intercultural communication between East and West: implications for students on study abroad programs to China ; Chapter 40. Integrating intercultural competencies into the professional skills curriculum ; Chapter 41. Intercultural programming without intercultural competence: what does it look like in practice? ; Chapter 42. Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom ; Chapter 43. The importance of intercultural learning in study abroad ; Chapter 44. Translator intercultural competence: a model, learning objectives, and level indicators ; Chapter 45. Telecollaboration in foreign language curricula: a case study on intercultural understanding in video communication exchanges ; Chapter 46.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Opening the classroom to the world: a grounded-theory study of student perceptions of integrating intercultural competence into curriculum ; Chapter 47. Designing assessment, assessing instructional design: from pedagogical concepts to practical applications ; Chapter 48. Identity, power, and discomfort: developing intercultural competence through transformative learning ; Chapter 49. Fostering student work-based experiences through service-learning ; Chapter 50. Target language, target culture: intercultural competence in the SSL (Spanish as a second language) classroom ; Chapter 51. Developing intercultural awareness within teacher preparation program --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Volume III. Chapter 52. Inclusive learning for the rural healthcare professional: considering the needs of a diverse population ; Chapter 53. The trouble with cyberpragmatics: embedding an online intercultural learning project into the curriculum ; Chapter 54. International family configurations in Tokyo and their cross-cultural approaches to language socialization ; Chapter 55. Dealing with cross-cultural issues in culturally diverse classrooms: the case of Dutch business schools --</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Section 5. Organizational and social implications. Chapter 56. Assessing intercultural sensitivity and effectiveness: adult learners of Chinese as a l2 ; Chapter 57. Fostering intercultural identity during study abroad to strengthen intercultural competence ; Chapter 58. Reflecting on new faculty training: internationalized learning essentials ; Chapter 59. Towards realizing twenty-first century skills: deliberate scaffolding of metacognition in instruction ; Chapter 60. Intercultural knowledge transfer in teams ; Chapter 61. Assessing multilingual multicultural teachers' communication styles ; Chapter 62. The Benefits and challenges of new media for intercultural conflict ; Chapter 63. Multicultural leadership in higher education ; Chapter 64. Speaking with trunks, dancing with the "pink elephants": troubling e-racism, e-classism, and e-sexism in teaching multicultural teacher education ; Chapter 65.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Deepening understanding of multicultural online education: teaching presence for English language learners ; Chapter 66. Facilitating multicultural student team engagement in higher education: a model for digital learning environments ; Chapter 67. Understanding social identity through autoethography: building intercultural communication competencies in higher education classroom ; Chapter 68. Describing undergraduate students' intercultural learning through study abroad in terms of their 'cultural responsiveness' ; Chapter 69. Understanding teachers' cultural competencies: supporting the development of teachers' self-awareness and social awareness -- Section 6. Critical issues and challenges. Chapter 70. Fostering a global mind: challenges and best practices in higher education ; Chapter 71. Teaching practicums abroad: increasing the professionalization of preservice foreign language teachers ; Chapter 72</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Research on US education abroad: a concise overview ; Chapter 73. Multicultural counseling competencies: why is it difficult to apply what we know ...? -- Section 7. Emerging trends. Chapter 74. 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| id | DE-604.BV046217498 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-20T06:01:27Z |
| institution | BVB |
| institution_GND | (DE-588)5010976-5 |
| isbn | 9781522592808 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-031596243 |
| oclc_num | 1126550780 |
| open_access_boolean | |
| owner | DE-1050 DE-706 DE-83 DE-898 DE-BY-UBR |
| owner_facet | DE-1050 DE-706 DE-83 DE-898 DE-BY-UBR |
| physical | 1 Online-Ressource |
| psigel | ZDB-98-IGB ZDB-98-IGB FHD01_IGB_Kauf ZDB-98-IGB TUB_EBS_IGB ZDB-98-IGB FHR_PDA_IGB |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | IGI Global |
| record_format | marc |
| spelling | Multicultural instructional design concepts, methodologies, tools, and applications Information Resources Management Association, USA Hershey, PA IGI Global [2020] 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Multicultural orientations for 21st century global leadership ; Chapter 2. The distance education phenomena: from initial interactive activities to a full onslaught of multimedia instructional support ; Chapter 3. The role of instructional design in transformative learning ; Chapter 4. Promoting diversity and multicultural training in higher education: calling in faculty ; Chapter 5. Intercultural computer-supported collaborative learning: theory and practice ; Chapter 6. Biculturalism -- Section 2. Development and design methodologies. Chapter 7. Reconsidering interculturality in online language education ; Chapter 8. A new border pedagogy: rethinking outbound mobility programs in the Asian century ; Chapter 9. How to design an active e-course?: Meta models to support the process of instructional design of an active e-course ; Chapter 10. Using instructional design goals to appropriately classify instructional design models ; Chapter 11. Implications of similarities in instructional design, learner interface Design and user interface design in designing a user-friendly online module ; Chapter 12. Web-based course design models ; Chapter 13. Librarians and instructional design challenges: concepts, examples, and a flexible design framework ; Chapter 14. Online learning and metacognition: a design framework ; Chapter 15. Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning ; Chapter 16. Instructional design for simulations in special education virtual learning spaces ; Chapter 17. Modelling for value systems in a diverse online program in the Caribbean ; Chapter 18. An ecological model of student interaction in online learning environments ; Chapter 19. Multicultural education in the context of community: assessing the impact of service-learning in teacher education ; Chapter 20. Integrating culture in language preparatory programs: from the perspectives of native and non-native English instructors in Turkey ; Chapter 21. Designing interactive cross-cultural mobile-assisted language learning ; Chapter 22. The road to intercultural development and internationalization -- Section 3. Tools and technologies. Chapter 23. Cultivating global citizens: classroom tools to reduce cultural judgment and foster intercultural understanding in higher ed ; Chapter 24. Improving the quality of online learning environments: the value of an online specific design model ; Chapter 25. Use of new media in intercultural communication classes: "i have to text my classmate in China!" -- Volume II. Chapter 26. Social media in higher education: enriching graduate students' professional growth outside the classroom ; Chapter 27. Effect of GI and glogster on improving the intercultural communication skills in higher education ; Chapter 28. The common European framework of reference for languages, the intercultural development index, and intercultural communication competence ; Chapter 29. Intercultural learning via videoconferencing: students' attitudes and experiences ; Chapter 30. Enhancing students' intercultural competence and learner autonomy via Facebook telecollaboration ; Chapter 31. Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange ; Chapter 32. Using the medicine wheel for curriculum design in intercultural communication: rethinking learning outcomes ; Chapter 33. Developing intercultural competence and language skills through international online collaborative learning ; Chapter 34. Technology tools for building diverse, equitable, and inclusive classrooms ; Chapter 35. The use of virtual worlds for developing intercultural competences ; Chapter 36. Cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs ; Chapter 37. Exploring intercultural communication through the act of translation in subtitling -- Section 4. Utilization and applications. Chapter 38. Instructional Design technology in higher education system: role and impact on developing creative learning environments ; Chapter 39. Intercultural communication between East and West: implications for students on study abroad programs to China ; Chapter 40. Integrating intercultural competencies into the professional skills curriculum ; Chapter 41. Intercultural programming without intercultural competence: what does it look like in practice? ; Chapter 42. Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom ; Chapter 43. The importance of intercultural learning in study abroad ; Chapter 44. Translator intercultural competence: a model, learning objectives, and level indicators ; Chapter 45. Telecollaboration in foreign language curricula: a case study on intercultural understanding in video communication exchanges ; Chapter 46. Opening the classroom to the world: a grounded-theory study of student perceptions of integrating intercultural competence into curriculum ; Chapter 47. Designing assessment, assessing instructional design: from pedagogical concepts to practical applications ; Chapter 48. Identity, power, and discomfort: developing intercultural competence through transformative learning ; Chapter 49. Fostering student work-based experiences through service-learning ; Chapter 50. Target language, target culture: intercultural competence in the SSL (Spanish as a second language) classroom ; Chapter 51. Developing intercultural awareness within teacher preparation program -- Volume III. Chapter 52. Inclusive learning for the rural healthcare professional: considering the needs of a diverse population ; Chapter 53. The trouble with cyberpragmatics: embedding an online intercultural learning project into the curriculum ; Chapter 54. International family configurations in Tokyo and their cross-cultural approaches to language socialization ; Chapter 55. Dealing with cross-cultural issues in culturally diverse classrooms: the case of Dutch business schools -- Section 5. Organizational and social implications. Chapter 56. Assessing intercultural sensitivity and effectiveness: adult learners of Chinese as a l2 ; Chapter 57. Fostering intercultural identity during study abroad to strengthen intercultural competence ; Chapter 58. Reflecting on new faculty training: internationalized learning essentials ; Chapter 59. Towards realizing twenty-first century skills: deliberate scaffolding of metacognition in instruction ; Chapter 60. Intercultural knowledge transfer in teams ; Chapter 61. Assessing multilingual multicultural teachers' communication styles ; Chapter 62. The Benefits and challenges of new media for intercultural conflict ; Chapter 63. Multicultural leadership in higher education ; Chapter 64. Speaking with trunks, dancing with the "pink elephants": troubling e-racism, e-classism, and e-sexism in teaching multicultural teacher education ; Chapter 65. Deepening understanding of multicultural online education: teaching presence for English language learners ; Chapter 66. Facilitating multicultural student team engagement in higher education: a model for digital learning environments ; Chapter 67. Understanding social identity through autoethography: building intercultural communication competencies in higher education classroom ; Chapter 68. Describing undergraduate students' intercultural learning through study abroad in terms of their 'cultural responsiveness' ; Chapter 69. Understanding teachers' cultural competencies: supporting the development of teachers' self-awareness and social awareness -- Section 6. Critical issues and challenges. Chapter 70. Fostering a global mind: challenges and best practices in higher education ; Chapter 71. Teaching practicums abroad: increasing the professionalization of preservice foreign language teachers ; Chapter 72 Research on US education abroad: a concise overview ; Chapter 73. Multicultural counseling competencies: why is it difficult to apply what we know ...? -- Section 7. Emerging trends. Chapter 74. Emergent pathways for the future of instructional design ; Chapter 75. Emergent technologies shaping instructional Design ; Chapter 76. Developing a reflexive teaching model "This book is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highlighting a range of topics such as intercultural communication, student diversity, and language skills"-- Multicultural education / Computer-assisted instruction Multicultural education / Curricula Instructional systems / Design Culturally relevant pedagogy EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Culturally relevant pedagogy fast Instructional systems / Design fast Multicultural education / Computer-assisted instruction fast Multicultural education / Curricula fast Information Resources Management Association (DE-588)5010976-5 isb Erscheint auch als Druck-Ausgabe, hardcover 978-1-5225-9279-2 https://doi.org/10.4018/978-1-5225-9279-2 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Multicultural instructional design concepts, methodologies, tools, and applications Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Multicultural orientations for 21st century global leadership ; Chapter 2. The distance education phenomena: from initial interactive activities to a full onslaught of multimedia instructional support ; Chapter 3. The role of instructional design in transformative learning ; Chapter 4. Promoting diversity and multicultural training in higher education: calling in faculty ; Chapter 5. Intercultural computer-supported collaborative learning: theory and practice ; Chapter 6. Biculturalism -- Section 2. Development and design methodologies. Chapter 7. Reconsidering interculturality in online language education ; Chapter 8. A new border pedagogy: rethinking outbound mobility programs in the Asian century ; Chapter 9. How to design an active e-course?: Meta models to support the process of instructional design of an active e-course ; Chapter 10. Using instructional design goals to appropriately classify instructional design models ; Chapter 11. Implications of similarities in instructional design, learner interface Design and user interface design in designing a user-friendly online module ; Chapter 12. Web-based course design models ; Chapter 13. Librarians and instructional design challenges: concepts, examples, and a flexible design framework ; Chapter 14. Online learning and metacognition: a design framework ; Chapter 15. Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning ; Chapter 16. Instructional design for simulations in special education virtual learning spaces ; Chapter 17. Modelling for value systems in a diverse online program in the Caribbean ; Chapter 18. An ecological model of student interaction in online learning environments ; Chapter 19. Multicultural education in the context of community: assessing the impact of service-learning in teacher education ; Chapter 20. Integrating culture in language preparatory programs: from the perspectives of native and non-native English instructors in Turkey ; Chapter 21. Designing interactive cross-cultural mobile-assisted language learning ; Chapter 22. The road to intercultural development and internationalization -- Section 3. Tools and technologies. Chapter 23. Cultivating global citizens: classroom tools to reduce cultural judgment and foster intercultural understanding in higher ed ; Chapter 24. Improving the quality of online learning environments: the value of an online specific design model ; Chapter 25. Use of new media in intercultural communication classes: "i have to text my classmate in China!" -- Volume II. Chapter 26. Social media in higher education: enriching graduate students' professional growth outside the classroom ; Chapter 27. Effect of GI and glogster on improving the intercultural communication skills in higher education ; Chapter 28. The common European framework of reference for languages, the intercultural development index, and intercultural communication competence ; Chapter 29. Intercultural learning via videoconferencing: students' attitudes and experiences ; Chapter 30. Enhancing students' intercultural competence and learner autonomy via Facebook telecollaboration ; Chapter 31. Using telecollaboration 2.0 to build intercultural communicative competence: a Spanish-American exchange ; Chapter 32. Using the medicine wheel for curriculum design in intercultural communication: rethinking learning outcomes ; Chapter 33. Developing intercultural competence and language skills through international online collaborative learning ; Chapter 34. Technology tools for building diverse, equitable, and inclusive classrooms ; Chapter 35. The use of virtual worlds for developing intercultural competences ; Chapter 36. Cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs ; Chapter 37. Exploring intercultural communication through the act of translation in subtitling -- Section 4. Utilization and applications. Chapter 38. Instructional Design technology in higher education system: role and impact on developing creative learning environments ; Chapter 39. Intercultural communication between East and West: implications for students on study abroad programs to China ; Chapter 40. Integrating intercultural competencies into the professional skills curriculum ; Chapter 41. Intercultural programming without intercultural competence: what does it look like in practice? ; Chapter 42. Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom ; Chapter 43. The importance of intercultural learning in study abroad ; Chapter 44. Translator intercultural competence: a model, learning objectives, and level indicators ; Chapter 45. Telecollaboration in foreign language curricula: a case study on intercultural understanding in video communication exchanges ; Chapter 46. Opening the classroom to the world: a grounded-theory study of student perceptions of integrating intercultural competence into curriculum ; Chapter 47. Designing assessment, assessing instructional design: from pedagogical concepts to practical applications ; Chapter 48. Identity, power, and discomfort: developing intercultural competence through transformative learning ; Chapter 49. Fostering student work-based experiences through service-learning ; Chapter 50. Target language, target culture: intercultural competence in the SSL (Spanish as a second language) classroom ; Chapter 51. Developing intercultural awareness within teacher preparation program -- Volume III. Chapter 52. Inclusive learning for the rural healthcare professional: considering the needs of a diverse population ; Chapter 53. The trouble with cyberpragmatics: embedding an online intercultural learning project into the curriculum ; Chapter 54. International family configurations in Tokyo and their cross-cultural approaches to language socialization ; Chapter 55. Dealing with cross-cultural issues in culturally diverse classrooms: the case of Dutch business schools -- Section 5. Organizational and social implications. Chapter 56. Assessing intercultural sensitivity and effectiveness: adult learners of Chinese as a l2 ; Chapter 57. Fostering intercultural identity during study abroad to strengthen intercultural competence ; Chapter 58. Reflecting on new faculty training: internationalized learning essentials ; Chapter 59. Towards realizing twenty-first century skills: deliberate scaffolding of metacognition in instruction ; Chapter 60. Intercultural knowledge transfer in teams ; Chapter 61. Assessing multilingual multicultural teachers' communication styles ; Chapter 62. The Benefits and challenges of new media for intercultural conflict ; Chapter 63. Multicultural leadership in higher education ; Chapter 64. Speaking with trunks, dancing with the "pink elephants": troubling e-racism, e-classism, and e-sexism in teaching multicultural teacher education ; Chapter 65. Deepening understanding of multicultural online education: teaching presence for English language learners ; Chapter 66. Facilitating multicultural student team engagement in higher education: a model for digital learning environments ; Chapter 67. Understanding social identity through autoethography: building intercultural communication competencies in higher education classroom ; Chapter 68. Describing undergraduate students' intercultural learning through study abroad in terms of their 'cultural responsiveness' ; Chapter 69. Understanding teachers' cultural competencies: supporting the development of teachers' self-awareness and social awareness -- Section 6. Critical issues and challenges. Chapter 70. Fostering a global mind: challenges and best practices in higher education ; Chapter 71. Teaching practicums abroad: increasing the professionalization of preservice foreign language teachers ; Chapter 72 Research on US education abroad: a concise overview ; Chapter 73. Multicultural counseling competencies: why is it difficult to apply what we know ...? -- Section 7. Emerging trends. Chapter 74. Emergent pathways for the future of instructional design ; Chapter 75. Emergent technologies shaping instructional Design ; Chapter 76. Developing a reflexive teaching model Multicultural education / Computer-assisted instruction Multicultural education / Curricula Instructional systems / Design Culturally relevant pedagogy EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Culturally relevant pedagogy fast Instructional systems / Design fast Multicultural education / Computer-assisted instruction fast Multicultural education / Curricula fast |
| title | Multicultural instructional design concepts, methodologies, tools, and applications |
| title_auth | Multicultural instructional design concepts, methodologies, tools, and applications |
| title_exact_search | Multicultural instructional design concepts, methodologies, tools, and applications |
| title_full | Multicultural instructional design concepts, methodologies, tools, and applications Information Resources Management Association, USA |
| title_fullStr | Multicultural instructional design concepts, methodologies, tools, and applications Information Resources Management Association, USA |
| title_full_unstemmed | Multicultural instructional design concepts, methodologies, tools, and applications Information Resources Management Association, USA |
| title_short | Multicultural instructional design |
| title_sort | multicultural instructional design concepts methodologies tools and applications |
| title_sub | concepts, methodologies, tools, and applications |
| topic | Multicultural education / Computer-assisted instruction Multicultural education / Curricula Instructional systems / Design Culturally relevant pedagogy EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Culturally relevant pedagogy fast Instructional systems / Design fast Multicultural education / Computer-assisted instruction fast Multicultural education / Curricula fast |
| topic_facet | Multicultural education / Computer-assisted instruction Multicultural education / Curricula Instructional systems / Design Culturally relevant pedagogy EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference |
| url | https://doi.org/10.4018/978-1-5225-9279-2 |
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