A design-based research case study documenting a constructivist ID process and instructional solution for a cross-cultural workforce

Abstract

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.

Enhancing Flipped Mathematics Education by Utilising GeoGebra

“…Another reason for using DBR in our educational study is that according to many experts (e.g. Anderson & Shattuck, 2012;McKenney & Reeves, 2013;Tracey & Unger, 2012) it is typical for DBR that there is close cooperation and collaboration between researchers and practitioners. Through these interactions of research and practice, both everyday applications should be improved, and the scientific body of knowledge should be expanded.…”