The prerequisites for development in the area of cross-cultural multimedia didactics

The prerequisites for development in the area of cross-cultural multimedia didactics

This approach is based on research studies of differences between mentalities, ways of working with educational information, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice of multimedia technologies in education system. Currently, a significant part of educational process transforms to online format. Modern learning process becomes autodidactic in many ways. The purpose of modern education is to create conditions in which educational path could be formed and adjusted with the help of trainee.

It seems to us appropriate to establish the criteria for determining cultural-cognitive profile of a person, in order to make possible further technical and methodical adaptation of educational content and interface. Control of knowledge and qualification boundary will be realized by “competence-based profile of students”. It is also possible to create advisory service facilitating “buildup” of professional competence according to cultural-cognitive profile of individual. To improve «cultural intelligence» of tutors we suggest to use online cultural assimilator.

 theoretical grounds for mapping an individual study

The chapter dwells on theoretical grounds for mapping an individual study pathway in electronic educational environment. Here, individual study pathway is viewed as a purposeful plan of a person’s competence profile. Also, the article points out parameters for designing a model of individual study pathway.

We find it of great interest to consider the existing methods of adapting educational content and interface to the personal and cultural traits of a student by means of semantic technologies. There are a number of researches into this sphere Gonçalves, V. (Consalves, 2007). Among the results of these studies, we can point out a culture-identifying system CAWAS, which allows adapting multimedia on-line education content to a student’s culture through intellectual agents. This system is supposed to possess “cultural intellect”, i.e. be capable of providing various interfaces and methods of representing the educational materials depending on the cultural specifics of a student.

a student’s behaviour

The system is supposed to interpret a student’s behaviour and, after identifying their culture group, to “suggest” them a suitable educational program and interface. This is the task of an agent responsible for interpretation, which receives information from the data base on the types of thinking processes and activities of different cultures. Therefore, the culture data base contains two types of information: static cultural data and dynamic cultural data. Then the information is passed to the agent responsible for selecting an education program. Also, the interpretation agent requires from the culture selecting agent about a student’s culture type and then passes this information to the agent modeling the culture type.

The latter agent generates new culture clusters which are stored in the “dynamic culture” module. Next, the educational program selecting agent sends the data (emotive and motivational parameters with relation to cultural identity) to agents responsible for culture modeling and culture adaptation for planning the educational path, selecting the educational content, schedule, methods etc. The adaptation agent takes the final decision on supporting or rejecting this course. The agent constantly updates its data base which allows better adaptation to students’ culture types. The agent creates a student’s “cultural profile”, regularly updating it, and thus enhancing the general data base.

process allows adapting multimedia content

This whole process allows adapting multimedia content to the culture specifics of a certain student. Thus, the cultural and cognitive personal traits, identified when a student enters the program, will determine the specifics of educational activities, information processing, as well as methodology, feedback and assignments. We believe that the problems arising in distance education can be overcome by employing cross-cultural awareness of the participants of the educational process and, consequently, by synchronizing their activities. In fact, taking into account student’s cultural and cognitive traits and the nature of their educational activities will allow meeting a student’s expectations and will contribute significantly to the efficiency of the educational process.

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