CBM Team, Assessments, Brainstorming

CBM Team, Assessments, Brainstorming

Patricia A. Young (University of Maryland at Baltimore, USA)
Copyright: © 2009 |Pages: 15
DOI: 10.4018/978-1-60566-426-2.ch005
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Abstract

Team (T1–T3) focuses on the recruitment of a culturally sensitive design team that includes a cultural expert, an educator, and other culturally informed members. These experts become a united team who seek to fulfill the needs of the target audience as a central goal. This is where much of the decision making happens.
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Cbm Team

Team (T1–T3) focuses on the recruitment of a culturally sensitive design team that includes a cultural expert, an educator, and other culturally informed members. These experts become a united team who seek to fulfill the needs of the target audience as a central goal. This is where much of the decision making happens.

  • T1. Cultural expert(s). The cultural expert is the insider who acts as a liaison with the target audience and community representative.

  • T2. Enlist educators. Educators with expertise in subject matter and/or educating the target audience must be on the team (e.g., professors, teacher educators).

  • T3. Culturally informed team. Have an educated creative team with valid interests in the target audience.

T1. Cultural Expert(s). The Cultural Expert Is the Insider Who Acts as a Liaison with the Target Audience and Community Representative.

The cultural expert is the target audience’s representative. (The community representative and the cultural expert can be the same person). The cultural expert has the best interests of the target audience at heart, and their role is to ensure that the design team remains focused on the needs of the target audience as the primary focus of the design process. The cultural expert has established relationships with the target audience, and they engage in maintaining this complementary relationship. In this role, they establish and maintain relationships with the community before, during and after production. If the target audience is unhappy with the cultural expert; this may mean that one or more experts might be needed. The target audience is viewed as customer or consumer and their desires and wants are important. Before the project begins, the cultural expert visits community members to get their feedback on the proposed design. This can be in the form of focus groups, informal meetings or face to face short surveys/interviews. This data collection becomes an integral part of how the design process proceeds. In particular, design decisions are altered or adjusted based on this information.

In most cases, the cultural expert can be recruited from the community. The cultural expert might live in this community or they could have lived in this community or a similar community. They need to vibe with the target audience in terms of their personal or professional experiences, class identification, social experiences, economic identification and community involvement. A high level of comfort should be apparent in the cultural expert’s interactions with the target audience and vice versa. The target audience must feel that the cultural expert is someone they can trust. Assessing this human factor is important because, if the target audience lacks trust in the cultural expert, the quality of data collection will be tainted and inauthentic.

T2. Enlist Educators. Educators with Expertise in Subject Matter or Educating the Target Audience Must Be on the Team (e.g., Professors, Teacher Educators, etc.).

Educators with expertise in educating the target audience should be on the team (e.g., professors, teacher educators, instructors, curriculum specialists, trainers, subject matter specialists). These educators could be experts in content area, language, or any needed discipline.

Subject matter specialists have expertise in the discipline that is specific to the design. They can contribute to the bulk of the content and provide valuable information. However, traditional thinking and designs that have not worked with the target audience should be reconsidered.

Language educators who have expertise in the language of the target audience can aid in validating the written or spoken aspects of the design. These linguistic factors are important in addressing the target audience’s ability to grasp the content. The language educator provides clarification so that the language of the target audience is authentically represented without stereotypes, exaggerations or misrepresentations.

The responsibility to transfer information from ICT to learner rests on the collaborative efforts of the team with great input from educators who understand the use of technology in constructing knowledge. Finding the combination of content area and technology skills may be difficult among all team members; therefore this is an area where collective creativity is required.

Complete Chapter List

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Dedication
Table of Contents
Foreword
Rita C. Richey
Acknowledgment
Chapter 1
Patricia A. Young
If the history of the world is properly searched, the birth of innovation in learning theory as a practice and psychology as a science can be found... Sample PDF
Beginnings in Instructional Design and Culture
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Chapter 2
Patricia A. Young
There have been many definitions of culture hypothesized by theorists and scholars as a way to understand human beings, other species and entities;... Sample PDF
The Nature of Culture in Design
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Chapter 3
Patricia A. Young
The incorporation of culture in the design process is not a simple task. It is one with multiple layers of depth and complexity. But it is also not... Sample PDF
The Culture-Based Model Framework
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Chapter 4
Patricia A. Young
Inquiry (11-16) monitors development, automates the internal flow of the design process, and functions as internal sensors. This monitoring checks... Sample PDF
CBM Inquiry, Development
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Chapter 5
Patricia A. Young
Team (T1–T3) focuses on the recruitment of a culturally sensitive design team that includes a cultural expert, an educator, and other culturally... Sample PDF
CBM Team, Assessments, Brainstorming
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Chapter 6
CBM Learners  (pages 88-99)
Patricia A. Young
The Learners (L1-L10) area centers on the needs of learners and learning. These design factors assist in providing a dynamic learning environment... Sample PDF
CBM Learners
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Chapter 7
CBM Elements I  (pages 100-125)
Patricia A. Young
Elements (E1-E25) facilitate content development. These Elements are intended to be comprehensive in providing the fundamental total of which all... Sample PDF
CBM Elements I
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Chapter 8
CBM Elements II  (pages 126-141)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural communications is covered in its... Sample PDF
CBM Elements II
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Chapter 9
CBM Elements III  (pages 142-173)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural demographics and Cultural... Sample PDF
CBM Elements III
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Chapter 10
CBM Elements IV  (pages 174-214)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural history is covered in its entirety.... Sample PDF
CBM Elements IV
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Chapter 11
CBM Elements V  (pages 215-231)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural knowledge, Cultural language... Sample PDF
CBM Elements V
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Chapter 12
CBM Elements VI  (pages 232-253)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the psychology of culture. All of the design factors related to... Sample PDF
CBM Elements VI
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Chapter 13
CBM Elements VII  (pages 254-278)
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the science of culture. The following design factors are covered in this... Sample PDF
CBM Elements VII
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Chapter 14
Patricia A. Young
This chapter continues with CBM Elements and the design factors related to the science of culture. The following design factors are covered in this... Sample PDF
CBM Elements VII & Training
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Chapter 15
Patricia A. Young
Instructional design includes the production of educational products such as software, Web-based environments, video games, videos, films, and print... Sample PDF
Case Study of an Educational Product
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Chapter 16
Case Study in Game Design  (pages 316-330)
Patricia A. Young
The global game industry expects substantial growth in the next decades. Massive multiplayer online games (MMOG) are expected to skyrocket from the... Sample PDF
Case Study in Game Design
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Chapter 17
Case Study in E-Learning  (pages 331-341)
Patricia A. Young
The future of e-learning is wide open in terms of innovations in software, hardware, instructional content, and teaching practices. Recent... Sample PDF
Case Study in E-Learning
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Chapter 18
Case Study in Research  (pages 342-358)
Patricia A. Young
Research is seen as a bad word, more work and lots more money. However, research is a good thing to do and engage in before, during and after... Sample PDF
Case Study in Research
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Chapter 19
Conclusion  (pages 359-364)
Patricia A. Young
Culture works as a design construct. It is apparent that there are many factors operating to make this happen. First, the nature of culture in... Sample PDF
Conclusion
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About the Author