How might the cultural learning preferences of the participants of the enhancement of lifelong learning in Belarus (BELL) project impact on their learning designs?

Olney, Tom; Endean, Mark and Banks, Duncan (2020). How might the cultural learning preferences of the participants of the enhancement of lifelong learning in Belarus (BELL) project impact on their learning designs? In: Proceedings of the final conference on the Erasmus+ project "Enhancement of Lifelong Learning in Belarus", Brest State Technical University, Brest, Belarus, pp. 20–28.

URL: https://rep.bstu.by/handle/data/8410?show=full

Abstract

Like many other elements of education, the activity of creating learning is influenced to some degree by ways of thinking and behaving that are developed over time as part of an individual’s exposure to social groups, media, history and geographical location. In other words, their culture. For some researchers — given a large enough data set — it is even possible to define national cultural characteristics and examine their role in fields such as international commerce and relations. Learning design places particular importance on the identification of student and environmental characteristics but little has been done to explore the impact of the cultural preferences of the learning designer on the learning situation that they create. In September 2018, the Learning Design and Course Creation (LDCC) Workshop from the Open University UK (UKOU) was attended by staff from six Belarusian HEIs involved in the ERASMUS+ funded Enhancement of Lifelong Learning in Belarus (BELL) Project. The Belarusian project partners were tasked with developing and delivering five distance and online courses for the first time in Belarus. The Cultural Dimensions of Learning Framework (CDLF) was used to collect data on the cultural learning preferences of the BELL participants and the findings are presented here as a stimulus for discussion and potential comparison against the final course designs.

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