YULIA V. TARATUHINA, IRINA A. BLESKINA BASIC ASPECTS OF TEACHING AND LEARNING IN A CROSS-CULTURE ENVIRONMENT Moscow 2017 Taratuhina Y., Bleskina I. BASIC ASPECTS OF TEACHING AND LEARNING IN A CROSS-CULTURE ENVIRONMENT. – M.: Janus-K, 2017. – 180 p. ISBN 978-5-8037-0714-1 Authors: Dr Yulia Taratuhina, Associate Professor, Faculty of Business and Manage- ment, National Research University «Higher School of Economics», Head of Teaching and Learning Unit. Research interests: cross-cultural didactics, smart education in cross-culture environment Irina Bleskina, B.Sc. in Business Informatics, 2-nd year master student, “e- business program”, Faculty of Business and Management, National Research University «Higher School of Economics». Coursera Project Manager, eLearn- ing Office, National Research University «Higher School of Economics». Reviewers: Dr Lubov A. Tsyganova, Associate Professor, National Research University «Higher School of Economics». Dr Tamara V. Kuprina, Associate Professor, Ural Federal University. _______________________________________________________________ Taratuhina Y., Bleskina I. BASIC ASPECTS OF TEACHING AND LEARNING IN A CROSS-CULTURE ENVIRONMENT Сдано в набор 23.10.2017. Подписано в печать 11.12.2017 Формат 60х90/16. Бумага офсетная Уч.-изд. л. 11,25. Физ. п. 11,25. Тираж 500. ISBN 5-8037-0714-7 Заказ № 9285 Издательство «Янус-К», 127411, г. Москва, Учинская ул., д.1 Отпечатано в ООО «ИНФОРМ-СОФТ» 119034, Москва, Еропкинский пер., д.16 9 785803 707141 ______________________________________________________ © Taratuhina Y., Bleskina I., 2017 ISBN 978-5-8037-0714-1 2 Abstract It’s common knowledge that today’s education is becoming more open and easily accessible; consequently, it is not limited by the bound- aries of countries and regions. Moreover, online communication allows the educational processes to transpire irrespective of the territorial boundaries: not only the number of students is growing, but also their cultural identities are becoming more diverse. Nowadays are facing new problems caused by different world views, specific types of educa- tional discourse, various information processing strategies etc. This book describes the prerequisites for development in the area of cross- cultural didactics. This approach is based on research studies of differ- ences between mentalities, ways of working with educational infor- mation, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice of multimedia technologies in education system. Cross-cultural multimedia didactics may be viewed as a combination of cultural, psychological and peda- gogical aspects, of culture specific pedagogical discourse, unique fea- tures of ergonomic design of educational resources, cognitive and pragmatic features and specific methods and forms of teaching and, therefore, is set to become one of the most important trends in contem- porary education system. This book will be of interest not only to professional, who work in modern cross-cultural education environment, but also to a wide range of readers interested in cross-cultural communication. 3 Content INTRODUCTION................................................................................. 7 CHAPTER 1. MULTICULTURAL EDUCATIONAL ENVIRONMENT AS A SPACE OF COMMUNICATIONS ........... 9 1.1. Education and culture in modern society ......................................... 9 1.2. General principles for classification of cultural groups ................. 10 1.2.1. Classification of R. Lewis ................................................... 10 1.2.2. Classification of G. Hofstede .............................................. 10 1.2.3. Classification of E. Hall ...................................................... 11 1.3. Examples of educational process adaptation for students from different cultural groups ........................................................ 12 1.3.1. Parameters illustrating the specific nature of the educational process for the representatives of different cultural groups (by the example of China and the USA) ................................................................... 13 1.3.2. General characteristics of the educational communication and personalization of the information educational environment .............................. 24 1.4. Cross-cultural didactics – learning theory in a cross-cultural environment… ............................................................................... 26 1.4.1. Genesis of cross-cultural didactics ...................................... 30 1.4.2. Cross-cultural competence and cultural intelligence of the teacher ........................................................................ 33 1.4.3. Principles of Personal Cultural-Cognitive Profile Design .............................................................................. 36 1.5. General features of training methods and testing and assessment materials in different cultural groups .......................... 37 1.5.1. Specifics of educational methods, didactic processes and class assignments ...................................................... 38 1.5.2. Features and problems of pedagogical discourse in polycultural environment. Specifics of pedagogical discourse in online environment ...................................... 42 1.5.3. «Cultures of practicality» and «cultures of value» ............. 46 1.5.4. G. Hofstede’s ethnometric criteria in the context of educational communication ............................................. 47 1.5.5. Culturally-specific learning strategies ................................ 52 1.6. The role of ICT in educational communication ............................. 57 4 1.7. The methodical peculiarities of the education process organization in a polycultural environment ................................... 63 CHAPTER 2. THE USING OF INDIVIDUAL LEARNING STYLES IN E-LEARNING ............................................................... 67 2.1. The models of the personal learning styles .................................... 69 2.2. The relationships between cultural values and the learning style preferences of students .......................................................... 70 2.3. The problems of using personal learning styles in ITS (intelligent tutoring systems) ......................................................... 72 2.4. Certain aspects of copyright protection of open educational resources…… ................................................................................ 73 CHAPTER 3. METHODS AND TECHNIQUES OF A STUDENT INTERACTIVE DIDACTIC SUPPORT: THE POSSIBILITIES FOR ESTABLISHING A CULTURE- SPECIFIC EDUCATION PATH…….. ............................................ 81 3.1. The prerequisites for development in the area of cross- cultural multimedia didactics ......................................................... 81 3.2. Methods and Techniques of Student’s Interactive Didactic Support in On-Line Education Process. Possibilities for Establishing a Culture-Specific Education Path ............................ 81 3.3. Features of Framing Information in Different Cultures, Teaching Methods and Teaching Techniques................................ 83 3.4. Cross-cultural Multimedia Didactics is a New Direction of Online Pedagogy….. ...................................................................... 84 3.5. Usage of cultural assimilator for tutor “cultural intelligence” improvement .................................................................................. 89 3.6. Design of the Web Service ............................................................ 91 CHAPTER 4. COMMUNICATIVE AND DIDACTIC ASPECTS OF MAPPING AN INDIVIDUAL STUDY PATHWAY IN ELECTRONIC EDUCATIONAL ENVIRONMENT ................................................................................ 98 4.1. Smart Educational Environment as a Platform for Individualized Learning……. ...................................................... 101 4.2. Mapping an Individual Study Pathway in Electronic Educational Environment ............................................................ 103 4.3. Models and Techniques of Interactive Didactic Support of Learners in Virtual Learning Environment .................................. 104 5 4.4. A Possibility of Building a Learning Trajectory Based on Culture Specific Features ............................................................. 108 CHAPTER 5. MULTICULTURAL TEACHING ENVIRONMENT: PROBLEMS AND SPECIFICS OF KNOWLEDGE TRANSFER ........................................................... 111 5.1. Problems and specifics of knowledge transfer ............................. 111 5.2. Cultural – cognitive profile of a multicultural student audience113 5.3. Philosophy of pedagogical constructivism in a polycultural environment ................................................................................. 113 CHAPTER 6. SPECIFICITY OF WEB USER INTERFACE (WUI) ORGANIZATION IN DIFFERENT CULTURES ............ 119 6.1. Statement of Problem and Evaluation of the Relevance of Chosen Data Domain ................................................................... 119 6.2. The History of Research .............................................................. 121 6.3. Using the Template ...................................................................... 122 6.4. Practical Analysis and Finding out Correlations between Existing Theoretical Information and Real Websites Appearance: Criterions and Examples….. ................................... 123 6.5. Working-out Practical Recommendations