[ { "key": "TVA9T29H", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/TVA9T29H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/TVA9T29H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Richard P. Duran", "parsedDate": "1998", "numChildren": 0 }, "data": { "key": "TVA9T29H", "version": 1, "itemType": "journalArticle", "title": "Learning and technology: Implications for culturally responsive instructional activity and models of achievement", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Richard P. Duran" } ], "abstractNote": "Describes the computer and other electronic media learning experiences of culturally and linguistically diverse elementary school students in the United States. Impact of multimedia technology on classroom learning; Significance of multimedia electronic technologies for multiculturalism in educational practice; History of the Silver Screen curriculum.", "publicationTitle": "Journal of Negro Education", "publisher": "", "place": "", "date": "Summer 1998", "volume": "67", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "pp. 220-227", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/2668191", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Culturally responsive instruction" }, { "tag": "Silver Screen project" } ], "collections": [ "6CHEJ8Z6" ], "relations": {}, "dateAdded": "2012-12-15T07:22:53Z", "dateModified": "2012-12-15T07:22:53Z" } }, { "key": "MK645VKA", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/MK645VKA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/MK645VKA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Maya Kalyanpur", "numChildren": 0 }, "data": { "key": "MK645VKA", "version": 1, "itemType": "journalArticle", "title": "Diversity and Technology: Classroom Implications of the Digital Divide", "creators": [ { "creatorType": "author", "firstName": "Mubina H. Kirmani", "lastName": "Maya Kalyanpur" } ], "abstractNote": "This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Journal of Special Education Technology", "publisher": "", "place": "", "date": "Fall2005", "volume": "20", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "p9-18, 10p", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://login.proxylib.csueastbay.edu/login?qurl=http://search.ebscohost.com.proxylib.csueastbay.edu/login.aspx?direct=true&db=ehh&AN=19577112&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Digital divide" }, { "tag": "Educational technology" } ], "collections": [ "6CHEJ8Z6" ], "relations": {}, "dateAdded": "2012-12-15T07:11:29Z", "dateModified": "2012-12-15T07:11:29Z" } }, { "key": "P7BI8SRW", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/P7BI8SRW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/P7BI8SRW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Anna Everett", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "P7BI8SRW", "version": 1, "itemType": "journalArticle", "title": "The Revolution Will Be Digitized: Afrocentricity and the Digital Public Sphere", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Anna Everett" } ], "abstractNote": "Discusses the evolution of digital culture and race. Early instances of African diasporic engagements with cyberspace; Ambivalence about the rhetorical terms of the nascent technocratic order; Ideological primacy and the historical development of an African diasporic consciousness in oppressed New World Africans; Impact of digital media technologies in the areas of education and politics.", "publicationTitle": "Social Text", "publisher": "", "place": "", "date": "Summer 2002", "volume": "20", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "p125, 28p", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://login.proxylib.csueastbay.edu/login?qurl=http://search.ebscohost.com.proxylib.csueastbay.edu/login.aspx?direct=true&db=aph&AN=7298207&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "African diaspora" }, { "tag": "Cyberspace" }, { "tag": "Digital communications" } ], "collections": [ "6CHEJ8Z6" ], "relations": {}, "dateAdded": "2012-12-15T07:07:02Z", "dateModified": "2012-12-15T07:07:02Z" } }, { "key": "WGIB7ARK", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/WGIB7ARK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/WGIB7ARK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Jian X. Zhang", "parsedDate": "2001-06-22", "numChildren": 0 }, "data": { "key": "WGIB7ARK", "version": 1, "itemType": "journalArticle", "title": "CULTURAL DIVERSITY IN INSTRUCTIONAL DESIGN.", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Jian X. Zhang" } ], "abstractNote": "As Gary C. Powell pointed out in his journal article in 1997, \"One does not have to live long in the United States to notice the range and breadth of the many cultures, religions, ethnicity, and races represented.\" In fact, this is not unique to the United States; the entire globe has countries with different races. Just take China and other Asian countries, for example, which were one race dominated nations. In the past ten years they have been accepting different races from all over the world due to the open market. 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Zhang", "parsedDate": "2001-06-22", "numChildren": 0 }, "data": { "key": "J9RHT5CN", "version": 1, "itemType": "journalArticle", "title": "CULTURAL DIVERSITY IN INSTRUCTIONAL DESIGN.", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Jian X. Zhang" } ], "abstractNote": "As Gary C. Powell pointed out in his journal article in 1997, \"One does not have to live long in the United States to notice the range and breadth of the many cultures, religions, ethnicity, and races represented.\" In fact, this is not unique to the United States; the entire globe has countries with different races. Just take China and other Asian countries, for example, which were one race dominated nations. In the past ten years they have been accepting different races from all over the world due to the open market. International schools with mixed student body full of different cultures, religions, ethnicities, and races have sprung up just like bamboo shoots after spring rain.", "publicationTitle": "International Journal of Instructional Media", "publisher": "", "place": "", "date": "22 June 2001", "volume": "28", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "As Gary C. Powell pointed out in his journal article in 1997, \"One does not have to live long in the United States to notice the range and breadth of the many cultures, religions, ethnicity, and races represented.\" In fact, this is not unique to the United States; the entire globe has countries with different races. Just take China and other Asian countries, for example, which were one race dominated nations. In the past ten years they have been accepting different races from all over the world due to the open market. International schools with mixed student body full of different cultures, religions, ethnicities, and races have sprung up just like bamboo shoots after spring rain.\n\nFunctioning and working harmoniously with each other require that we all have some degree of cultural sensitivity, which means being able to view the world from the standpoint of a culture other than one's own.\n\nJust as the concept of cultural sensitivity is applicable to the human condition, it is equally important within the realm of instructional design and teaching. Recognizing and prizing the diversity found in many of today's learners is prerequisite to the successful incorporation of cultural pluralism into instruction. It is critical that educators value these alternative styles, and see them as viable and valid assets to instruction.\n\nAs we know, the rhetoric of educational technology (as depicted in design models and development guides) is very clear and includes learning characteristics such as prior knowledge, entry behaviors, and ability. Motivation must be taken into consideration to increase student learning. Teachers and designers are urged to recognize those psychological characteristics that set one student apart from another. Instruction is more effective when it is fitted to a learner's uniqueness as a person. Mental ability, aptitudes, and motivations are thus regarded as individual endowments worthy of respect and available for use in the learning process.\n\nCultural, racial, and ethnic diversity, however, have not elicited similar treatments in the educational technology literature, including texts, journals, and conference presentations (Powell, 1997). No longer can instructional technology ignore the critical challenges to educating diverse students. Preparing learners to function in an ever-changing international marketplace requires a paradigm shift in the art and science of educational technology.\n\nRecent research implies that the faces of today's students--whether they are in the classroom or the boardroom--are becoming increasingly dissimilar. Designers, trainers, or teachers, cross paths with individuals from a variety of cultures and ethnicities. Each of these students brings different culturally based rules, expectations, value systems, and educational needs to the learning environment. Facing the challenge of educating these increasingly culturally and ethnically diverse learners begins not only with a change in the management, pedagogy, and instructional delivery system, but also with a change in designers, trainers, or teachers.\n\nResearch also indicates that generally most mainstream cultural educators automatically view the world exclusively from their own viewpoints, which serves as a reference against which all others should be scaled or related. This results in an unwarranted belief that one's own way of doing things is \"best\" and that one's own group is markedly superior to another.\n\nGenerally speaking, this type of person is the one who neither understands nor accepts the culturally different learners' values, their motives, the rewards that are meaningful to them, their locus of control, their linguistic systems, their learning styles, and their cognitive styles. This is a person who, upon entering or creating a learning environment, does so with cultural orientations and expectations that reflect his/her own cultural values and expectations held by \"minority\" learners (Beckun & Zimney, 1991; Hesler, 1987). Such a person is \"cultural bound\" (Cushner, McClelland, & Safford, 1992), unwilling or unable to look beyond his/her own view of the world.\n\nClearly, this lack of cultural sensitivity is problematic. For instance, experts in cross-cultural training generally agree that one prerequisite for success in a foreign culture is an accurate and proper assessment of the target population (Copeland, 1985; Hohls, 1984; Tyler, 1987). An accurate and proper assessment of this population requires a general understanding of the norms, roles, values, attitudes, and expectations of the culture.\n\nJust as the values of teachers determine the goals and priorities of the school, behaviors that are rewarded or punished, teaching communication style, and the values of designers determine the structure of the instructional materials and the environments that the designers create.\n\nDesigners of programs for students should consider the following.\n\nAMERICAN INDIANS\n\n(Is the term \"American Indians\" unfamiliar to you? Yes, it is.) Indian children and adolescents not only face the developmental problems faced by all young people, but they are also in a state of conflict over exposure to two very different cultures. They are caught between the expectations of their parents to maintain traditional values and the necessity to adapt to the majority culture. These and other stresses may account for the fact that among Indian youth rates of truancy, school failure, drug use, and suicide are high (Red Horse, 1982- Shore, 1988).\n\nI observed one program designed by an English teacher. The teacher used examples in his program about how a group of Indian and Hispanic students ran away from school and copied homework, eventually failed in school and ended up in jail. By contrast, the teacher referred to a group of Asian American and White children who worked hard in school and graduated from universities and ended up in Silicon Valley, in an attempt to teach the students to value education.\n\nThis school has 63% Hispanic children and 13% Native American children. That teacher did not have cultural sensitivity. This type of environment with negative examples about the majority children should be avoided.\n\nIn my experience, the following are some broad generalizations about American Indians for designers of programs.\n\nSharing\n\nAmong Indians, honor and respect is gained by sharing and giving, while in the dominant culture, these are gained by the accumulation of material goods....\n\nCooperating\n\nIndians believe that family and group take precedence over the individual. Indian children may be seen as unmotivated in schools because of reluctance to compete with peers in the classroom....\n\nNot interfering\n\nIndians are taught not to interfere with others and to observe rather than react impulsively. Rights of others are respected....\n\nTime orientation\n\nIndians are very much involved in the present rather than the future. Ideas of punctuality or planning for the future may be unimportant. Things are completed according to a rational order, not according to deadlines....\n\nHarmony with nature\n\nRather than seeking to control the environment, Indians accept things as they are....\n\nASIAN AMERICANS\n\nThere are at least 29 distinct subgroups in the Asian American population that differ in language, religion, and values (Sue and Sue, 1990). As with other cultures, there are many within-group differences, and different degrees of assimilation and accumulation, etc. Generalizations will be difficult, as they are with all cultures. That most Asian Americans are successful economically, educationally, and socially is somewhat of a sacred cow, at least in the United. States.\n\nBackground\n\nThe history of Asian immigrants to the U.S. is littered with discrimination may alienate, concentration camps and legal sanctions against them as a (composite) race. Like their African American and Hispanic counterparts, Asians have rich histories from their countries of origin, and sometimes suffered, sometimes happy experiences in the U.S.\n\nThe difference between cultural minorities and U. S. \"Whites\" is one of historical \"ownership,\" meaning European Americans are the ones who invaded, pillaged, conquered, and settled the land (America) in spite of American Indians being here and \"owning\" the land for many prior centuries. From this perspective, some programs about how Whites conquered others and won the battles to take over the lands may not be appropriate for the related minority children.\n\nRespect\n\nAsians respect authorities including classroom teachers as `the way of Obeying'. Traditionally obeying is the major part of the culture that defines whether or not one is a good citizen. Rebelling is a crime. Challenging authorities is not being loyal. In class most Asian students take notes carefully, and ask no questions to avoid challenging the teachers/authorities.\n\nHonor to the Family\n\nFamily reputation in public is considered more important than individual life. One would die to protect the family's reputation. Individual failure is considered disgraceful to the family. Bringing honor -- anything given by the authorities -- to the family is considered to shine the ancestor and lift the family's social level. Almost no Asian students raise their hands to answer questions because they do not want to fail and disgrace the family.\n\nCooperating\n\nAsians do not cooperate with each other very well. They seldom share their information at least traditionally. Examples of this are martial arts, medical prescription and cooking recipes that are mostly kept within families. In school Asian students do not like to share homework or other successful examples with others. But they are very good competitors. They value individual efforts. They try their best to stay on the top of the class.\n\nU.S. born Asians have an additional problem from their immigrant relatives: they have two cultures in which to live, and their problem is often about how to respect the ancestral and familiar values but also fit into their new culture and feel accepted. When programs are designed for this group of children, these issues should be addressed.\n\nAFRICAN AMERICANS\n\nIt is easy to look at the weaknesses of minority cultures while ignoring the strengths inherent in every person, group, culture, and society. In African American families, which have been maligned for their dysfunction and absent fathers, there exists an extended family network that provides emotional and economic support. Among families headed by females, the rearing of children is often undertaken by a large number of relatives, older children, and close friends. Furthermore, within the Black family there exists an adaptability of family roles, strong kinship bonds, a strong work and achievement ethic, and strong religious orientations (Bass, 1982).\n\nCooperating\n\nAfrican American children work better in a team than as individuals. They share with each other and help each other better, especially with cousins, nephews in the same group. They are very good competitors and willing to try, but frequent assistance should be ready for them; otherwise, some give up easily.\n\nDiscipline\n\nAfrican American children are very sensitive to feeling respected--being equal to each other. They like friendly atmosphere between students and teachers/authorities. They expect teachers to be like their brothers and not to give them orders. When treated like family members, they respond as a family member and work better, achieve better.\n\nThe programs for this group of children should consider these issues.\n\nHISPANIC AMERICANS\n\nFirst of all, the term \"Hispanic\" is used by some people to refer to \"individuals living in the United States who come or are of ancestry from Mexico, Puerto Rico, Cuba, E! Salvador, the Dominican Republic, and other Latin American countries.\" \"Hispanic\" as a term is not accepted, however, by all groups, some preferring \"Latinos\" or \"La Raza\" or in the case of people from Mexico, \"Mexicano,\" \"Mexican-American,\" \"Chicano,\" or \"Spanish-American.\"\n\nThe demographics do not bode well for Hispanics as a general rule: they are \"over-represented among the poor, have high unemployment, and often live in substandard housing. Most are blue-collar workers and hold semi-skilled or unskilled occupations\" (Carillo, 1982). Students have a high dropout rate, that rises with age.\n\nCooperating\n\nHispanics like Indians believe that family and community take precedence over the individual. They help each other within the community. If there is something happens in one family, all community members get together and offer help. In school Hispanic students separate into groups by their own interests. If one student has a problem, all within the group will show sympathy and offer help. Sometimes they mistakenly share things and protect each other. Copying each other's homework is not a bad behavior to them. Reporting to teachers about their peer's bad behavior is a bad person. Cooperative learning is better. They depend on each other's contribution.\n\nTime Orientation\n\nLike Indians Hispanics are also involved more in the present rather than the future. Ideas of punctuality or planning for the future may be unimportant. In school tardiness is one of the major problems for Hispanic children. It is hard for them to turn in homework and assignments on time.\n\nThe above comments are some common knowledge for reference to use when designing educational programs. Definitely, there are many more issues out there. I just gave some examples. I might be totally wrong when I define a certain race. Every individual may have his/her own comments about these issues depending on each one's experience with a certain group of people and students.\n\nIn my opinion some kind of cultural knowledge is more important than just couple of screen techniques. I believe that once we have some basic knowledge, we will design better programs plus some other criterions of course.\n\nA recent study of computer imagery reveals that cultural stereotypes remain pervasive in the computing environment and the products created with computers (Nelson, 1997). The study reports that the clip-art images available in popular programs continue to depict the mainstream culture. The result of the mainstream culture influence within the software products is making its way into computer presentations within schools and businesses, onto the Internet, into children's program, and various other places where people use clip art.\n\nHOW DO WE ACHIEVE CULTURAL EQUITY AND BENEFIT FROM CULTURAL DIVERSITY? INSTRUCTIONAL DESIGNERS CAN MAKE A DIFFERENCE.\n\nWhen designing computer programs, questions must be asked: (1) What form of educational system is most familiar to the students? If the program will be used for public school students, it is better to use public school settings as its background instead of home schooling or private schooling.\n\n(2) \"What kind of learning environment is most customary to these students?\" In some cultures, for example, teachers are revered individuals who teach sacred truth. The task of the students is to absorb knowledge, and they seldom disagree with the teacher. In the programs designed for these particular students, we can put more fundamental basic skills for them to memorize.\n\n(3) \"How do the cultural backgrounds of the students influence their uses and views of time?\" Americans' uses and views of time reflect cultural biases that alter their educational processes. For instance, in the United States, punctuality is revered. Work must be handed in on time, educational tasks are designated certain amounts of time to complete, and tests are graded based on how many questions students can answer correctly in a designated period of time. For some students we certainly can design our programs using time screen controls to push them to finish certain problems within certain time. In contrast to the Western clock-oriented value, some cultures are not conditioned to use every moment in a productive, task-oriented manner. For example, Latin Americans, in my personal experiences, do not have the habit of turning in work on time. They think that homework due on Monday and turned in on Tuesday or Friday should get the same credit. In such situations, we cannot design our programs in a strictly time-controlled system. Instead give them more time.\n\n(4) \"What kind of relationship is most natural for these students to have with the teachers?\" The teacher-student relationship is culturally mandated. For example, in China, as in other Asian countries, the teacher is in complete control of the classroom. Students rise when a teacher enters the room. They stand up at attention and say \"Good morning or good afternoon\" to the teacher. They do not sit down until the teacher tells them to sit. For students from this type of cultural background, the program design should be in a format often supported by behaviorist theory models such as Bloom's \"Mastering Learning,\" Gagne's \"Learning Hierarchy\", building knowledge step by step. But my experience with Hispanic students is different--Hispanic students like more group discussion. They do not like lecturing. In this case we can design programs in game formats and collaborative formats.\n\n(5) \"What rewards are attractive to these students?\" Rewards and reinforcement for learning differ in effectiveness across cultures. Some cultures teach their children different reward systems. For instance, verbal praise, which is viewed by most teachers as a reward, is not perceived as such by children of some minority groups. I was shocked at first when I saw that high school teachers have candy available in classrooms to reward students for getting right answers. I know that a lot of Hispanic parents use cash to motivate their children to do homework and get good grades. For these students, I do not think there is much motivation when computer programs have sound effects \"good job\" or\" excellent\" when they click the right answers.\n\n(6) \"How can the program use some slang?\" Many designers and teachers require \"Standard English.\" Admittedly, to function in today's competitive business arena does require the ability to communicate in \"Standard English.\" But some minority students feel more comfortable learning in a rather informal setting. Just talk to today's high school students; they feel it is `cool' to use slang. Thus to use some slang in the program may improve learning achievement. (7) \"What about the students' cognitive styles?\" Western schools favor the abstract, conceptual style. Studies have shown that some cultural groups develop different cognitive style. Some theorists express the view that culturally different children are often judged as incompetent, whereas in reality, it is their individual performance, not their competence, which is deficient. The gap between competence and performance is attributed to inappropriate situation cues --inappropriate because they fail to stimulate the child into action. Mathematics requires more abstract, conceptual ability. Some minority students develop their cognitive style with concrete, objective base. Therefore \"situated learning\" environment supported by most of constructivism theorists is a good choice.\n\nFinally, I would like to list the following criterions to evaluate a good culturally balanced-program:\n\n1) Materials are respectful of cultural, ethnic, sexual, and/or religious diversity.\n\n2) A balance of historical perspectives is represented that recognizes the complexity underlying historical events, especially wars, and politics.\n\n3) Gender inclusiveness is evident.\n\n4) A balanced perspective on the values and contributions of diverse cultures is represented.\n\n5) Images and icons are sensitive to cultural taboos and customs.\n\n6) An ethical perspective is presented that maintains that cultural practices should be respected unless they violate principles of basic humanity.\n\n7) Ethnic groups are represented in ways that reflect the diversity within these groups.\n\n8) A balance of different cultures and societies is represented in images or texts.\n\n9) Ethnic groups are represented in ways that reflect accurately their overall contributions to society.\n\n10) Ethnic pluralism based upon respect for differences are held forth as the ideal approach to societal development (Reeves, 1998).\n\nDemographic trends in today's schools indicate that our population is becoming more ethnically, culturally, and racially diverse. Computer technology should increasingly fit the individual learner. Designers and teachers are challenged to provide meaningful, relevant, and motivating educational interventions to all learners. Instruction must be responsive to the needs of these new learners, who often have backgrounds different from our own. This pluralistic focus, which requires us to accommodate diversity in the education process, must start with our own cultural sensitivity. As Anderson and Powell (1991) pointed out: \"Being culturally sensitive means being able to view the world from the standpoint of a culture other than one's own.\" For educators, teachers and designers, this means accepting as valid the culturally different learners' values, their motives, rewards that are meaningful to them, their locus of control, their linguistic systems, their learning styles, and their cognitive styles. Incorporating these issues into program designs, prizing this diversity and seeing it as a true asset to meaningful and effective instruction are key components for relevant instructional design.\n\nDirect Reprint Request to:\nZhang Jian x. (John)\nDirector of Teacher Education\nCentral Arizona College\n8470 N. Overfield Road\nCoolidge, AZ 87228\n\nREFERENCES\n\nAndersen, J., & Powell, R. (1991). Instructional communication and the classroom. In L. A. Samovar & R.E. Porter (eds.), Intercultural communication: A reader (pp. 208 - 214). Belmont, CA: Wadsworth Publishing Company.\n\nBaker, G., & Garcia, J. (1986). Culture, culture conflicts, and work performance. Performance and Instruction, 25(10), (pp. 3-6).\n\nCushner, K., McClelland, A., & Safford, P. (1992). Human diversity in education: An integrative approach. New York: McGraw-Hill.\n\nGerber, B. (1989). A global approach to training. Training, 26(9), (pp. 42-47).\n\nGary C. Powell, (1997). On being a Culturally Sensitive Instructional Designer and Educator. Educational Technology/March-April, 1997 (pp. 6- 14).\n\nIBM Corporation Education. (1990). A vision of IBM human resource performance in the year 2000.\n\nKohls, L. R. (1984). Survival kit for overseas living. Chicago: Intercultural Press.\n\nOgbu, J, (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.", "tags": [ { "tag": "cultural diversity" }, { "tag": "des" } ], "collections": [], "relations": {}, "dateAdded": "2012-12-15T06:53:52Z", "dateModified": "2012-12-15T06:53:52Z" } }, { "key": "MIENSWQ5", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/MIENSWQ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/MIENSWQ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Jian X. Zhang", "parsedDate": "2001-06-22", "numChildren": 0 }, "data": { "key": "MIENSWQ5", "version": 1, "itemType": "journalArticle", "title": "CULTURAL DIVERSITY IN INSTRUCTIONAL DESIGn", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Jian X. Zhang" } ], "abstractNote": "As Gary C. Powell pointed out in his journal article in 1997, \"One does not have to live long in the United States to notice the range and breadth of the many cultures, religions, ethnicity, and races represented.\" In fact, this is not unique to the United States; the entire globe has countries with different races. Just take China and other Asian countries, for example, which were one race dominated nations. In the past ten years they have been accepting different races from all over the world due to the open market. International schools with mixed student body full of different cultures, religions, ethnicities, and races have sprung up just like bamboo shoots after spring rain.", "publicationTitle": "International Journal of Instructional Media", "publisher": "", "place": "", "date": "22 June 2001", "volume": "28", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "As Gary C. Powell pointed out in his journal article in 1997, \"One does not have to live long in the United States to notice the range and breadth of the many cultures, religions, ethnicity, and races represented.\" In fact, this is not unique to the United States; the entire globe has countries with different races. Just take China and other Asian countries, for example, which were one race dominated nations. In the past ten years they have been accepting different races from all over the world due to the open market. International schools with mixed student body full of different cultures, religions, ethnicities, and races have sprung up just like bamboo shoots after spring rain.\n\nFunctioning and working harmoniously with each other require that we all have some degree of cultural sensitivity, which means being able to view the world from the standpoint of a culture other than one's own.\n\nJust as the concept of cultural sensitivity is applicable to the human condition, it is equally important within the realm of instructional design and teaching. Recognizing and prizing the diversity found in many of today's learners is prerequisite to the successful incorporation of cultural pluralism into instruction. It is critical that educators value these alternative styles, and see them as viable and valid assets to instruction.\n\nAs we know, the rhetoric of educational technology (as depicted in design models and development guides) is very clear and includes learning characteristics such as prior knowledge, entry behaviors, and ability. Motivation must be taken into consideration to increase student learning. Teachers and designers are urged to recognize those psychological characteristics that set one student apart from another. Instruction is more effective when it is fitted to a learner's uniqueness as a person. Mental ability, aptitudes, and motivations are thus regarded as individual endowments worthy of respect and available for use in the learning process.\n\nCultural, racial, and ethnic diversity, however, have not elicited similar treatments in the educational technology literature, including texts, journals, and conference presentations (Powell, 1997). No longer can instructional technology ignore the critical challenges to educating diverse students. Preparing learners to function in an ever-changing international marketplace requires a paradigm shift in the art and science of educational technology.\n\nRecent research implies that the faces of today's students--whether they are in the classroom or the boardroom--are becoming increasingly dissimilar. Designers, trainers, or teachers, cross paths with individuals from a variety of cultures and ethnicities. Each of these students brings different culturally based rules, expectations, value systems, and educational needs to the learning environment. Facing the challenge of educating these increasingly culturally and ethnically diverse learners begins not only with a change in the management, pedagogy, and instructional delivery system, but also with a change in designers, trainers, or teachers.\n\nResearch also indicates that generally most mainstream cultural educators automatically view the world exclusively from their own viewpoints, which serves as a reference against which all others should be scaled or related. This results in an unwarranted belief that one's own way of doing things is \"best\" and that one's own group is markedly superior to another.\n\nGenerally speaking, this type of person is the one who neither understands nor accepts the culturally different learners' values, their motives, the rewards that are meaningful to them, their locus of control, their linguistic systems, their learning styles, and their cognitive styles. This is a person who, upon entering or creating a learning environment, does so with cultural orientations and expectations that reflect his/her own cultural values and expectations held by \"minority\" learners (Beckun & Zimney, 1991; Hesler, 1987). Such a person is \"cultural bound\" (Cushner, McClelland, & Safford, 1992), unwilling or unable to look beyond his/her own view of the world.\n\nClearly, this lack of cultural sensitivity is problematic. For instance, experts in cross-cultural training generally agree that one prerequisite for success in a foreign culture is an accurate and proper assessment of the target population (Copeland, 1985; Hohls, 1984; Tyler, 1987). An accurate and proper assessment of this population requires a general understanding of the norms, roles, values, attitudes, and expectations of the culture.\n\nJust as the values of teachers determine the goals and priorities of the school, behaviors that are rewarded or punished, teaching communication style, and the values of designers determine the structure of the instructional materials and the environments that the designers create.\n\nDesigners of programs for students should consider the following.\n\nAMERICAN INDIANS\n\n(Is the term \"American Indians\" unfamiliar to you? Yes, it is.) Indian children and adolescents not only face the developmental problems faced by all young people, but they are also in a state of conflict over exposure to two very different cultures. They are caught between the expectations of their parents to maintain traditional values and the necessity to adapt to the majority culture. These and other stresses may account for the fact that among Indian youth rates of truancy, school failure, drug use, and suicide are high (Red Horse, 1982- Shore, 1988).\n\nI observed one program designed by an English teacher. The teacher used examples in his program about how a group of Indian and Hispanic students ran away from school and copied homework, eventually failed in school and ended up in jail. By contrast, the teacher referred to a group of Asian American and White children who worked hard in school and graduated from universities and ended up in Silicon Valley, in an attempt to teach the students to value education.\n\nThis school has 63% Hispanic children and 13% Native American children. That teacher did not have cultural sensitivity. This type of environment with negative examples about the majority children should be avoided.\n\nIn my experience, the following are some broad generalizations about American Indians for designers of programs.\n\nSharing\n\nAmong Indians, honor and respect is gained by sharing and giving, while in the dominant culture, these are gained by the accumulation of material goods....\n\nCooperating\n\nIndians believe that family and group take precedence over the individual. Indian children may be seen as unmotivated in schools because of reluctance to compete with peers in the classroom....\n\nNot interfering\n\nIndians are taught not to interfere with others and to observe rather than react impulsively. Rights of others are respected....\n\nTime orientation\n\nIndians are very much involved in the present rather than the future. Ideas of punctuality or planning for the future may be unimportant. Things are completed according to a rational order, not according to deadlines....\n\nHarmony with nature\n\nRather than seeking to control the environment, Indians accept things as they are....\n\nASIAN AMERICANS\n\nThere are at least 29 distinct subgroups in the Asian American population that differ in language, religion, and values (Sue and Sue, 1990). As with other cultures, there are many within-group differences, and different degrees of assimilation and accumulation, etc. Generalizations will be difficult, as they are with all cultures. That most Asian Americans are successful economically, educationally, and socially is somewhat of a sacred cow, at least in the United. States.\n\nBackground\n\nThe history of Asian immigrants to the U.S. is littered with discrimination may alienate, concentration camps and legal sanctions against them as a (composite) race. Like their African American and Hispanic counterparts, Asians have rich histories from their countries of origin, and sometimes suffered, sometimes happy experiences in the U.S.\n\nThe difference between cultural minorities and U. S. \"Whites\" is one of historical \"ownership,\" meaning European Americans are the ones who invaded, pillaged, conquered, and settled the land (America) in spite of American Indians being here and \"owning\" the land for many prior centuries. From this perspective, some programs about how Whites conquered others and won the battles to take over the lands may not be appropriate for the related minority children.\n\nRespect\n\nAsians respect authorities including classroom teachers as `the way of Obeying'. Traditionally obeying is the major part of the culture that defines whether or not one is a good citizen. Rebelling is a crime. Challenging authorities is not being loyal. In class most Asian students take notes carefully, and ask no questions to avoid challenging the teachers/authorities.\n\nHonor to the Family\n\nFamily reputation in public is considered more important than individual life. One would die to protect the family's reputation. Individual failure is considered disgraceful to the family. Bringing honor -- anything given by the authorities -- to the family is considered to shine the ancestor and lift the family's social level. Almost no Asian students raise their hands to answer questions because they do not want to fail and disgrace the family.\n\nCooperating\n\nAsians do not cooperate with each other very well. They seldom share their information at least traditionally. Examples of this are martial arts, medical prescription and cooking recipes that are mostly kept within families. In school Asian students do not like to share homework or other successful examples with others. But they are very good competitors. They value individual efforts. They try their best to stay on the top of the class.\n\nU.S. born Asians have an additional problem from their immigrant relatives: they have two cultures in which to live, and their problem is often about how to respect the ancestral and familiar values but also fit into their new culture and feel accepted. When programs are designed for this group of children, these issues should be addressed.\n\nAFRICAN AMERICANS\n\nIt is easy to look at the weaknesses of minority cultures while ignoring the strengths inherent in every person, group, culture, and society. In African American families, which have been maligned for their dysfunction and absent fathers, there exists an extended family network that provides emotional and economic support. Among families headed by females, the rearing of children is often undertaken by a large number of relatives, older children, and close friends. Furthermore, within the Black family there exists an adaptability of family roles, strong kinship bonds, a strong work and achievement ethic, and strong religious orientations (Bass, 1982).\n\nCooperating\n\nAfrican American children work better in a team than as individuals. They share with each other and help each other better, especially with cousins, nephews in the same group. They are very good competitors and willing to try, but frequent assistance should be ready for them; otherwise, some give up easily.\n\nDiscipline\n\nAfrican American children are very sensitive to feeling respected--being equal to each other. They like friendly atmosphere between students and teachers/authorities. They expect teachers to be like their brothers and not to give them orders. When treated like family members, they respond as a family member and work better, achieve better.\n\nThe programs for this group of children should consider these issues.\n\nHISPANIC AMERICANS\n\nFirst of all, the term \"Hispanic\" is used by some people to refer to \"individuals living in the United States who come or are of ancestry from Mexico, Puerto Rico, Cuba, E! Salvador, the Dominican Republic, and other Latin American countries.\" \"Hispanic\" as a term is not accepted, however, by all groups, some preferring \"Latinos\" or \"La Raza\" or in the case of people from Mexico, \"Mexicano,\" \"Mexican-American,\" \"Chicano,\" or \"Spanish-American.\"\n\nThe demographics do not bode well for Hispanics as a general rule: they are \"over-represented among the poor, have high unemployment, and often live in substandard housing. Most are blue-collar workers and hold semi-skilled or unskilled occupations\" (Carillo, 1982). Students have a high dropout rate, that rises with age.\n\nCooperating\n\nHispanics like Indians believe that family and community take precedence over the individual. They help each other within the community. If there is something happens in one family, all community members get together and offer help. In school Hispanic students separate into groups by their own interests. If one student has a problem, all within the group will show sympathy and offer help. Sometimes they mistakenly share things and protect each other. Copying each other's homework is not a bad behavior to them. Reporting to teachers about their peer's bad behavior is a bad person. Cooperative learning is better. They depend on each other's contribution.\n\nTime Orientation\n\nLike Indians Hispanics are also involved more in the present rather than the future. Ideas of punctuality or planning for the future may be unimportant. In school tardiness is one of the major problems for Hispanic children. It is hard for them to turn in homework and assignments on time.\n\nThe above comments are some common knowledge for reference to use when designing educational programs. Definitely, there are many more issues out there. I just gave some examples. I might be totally wrong when I define a certain race. Every individual may have his/her own comments about these issues depending on each one's experience with a certain group of people and students.\n\nIn my opinion some kind of cultural knowledge is more important than just couple of screen techniques. I believe that once we have some basic knowledge, we will design better programs plus some other criterions of course.\n\nA recent study of computer imagery reveals that cultural stereotypes remain pervasive in the computing environment and the products created with computers (Nelson, 1997). The study reports that the clip-art images available in popular programs continue to depict the mainstream culture. The result of the mainstream culture influence within the software products is making its way into computer presentations within schools and businesses, onto the Internet, into children's program, and various other places where people use clip art.\n\nHOW DO WE ACHIEVE CULTURAL EQUITY AND BENEFIT FROM CULTURAL DIVERSITY? INSTRUCTIONAL DESIGNERS CAN MAKE A DIFFERENCE.\n\nWhen designing computer programs, questions must be asked: (1) What form of educational system is most familiar to the students? If the program will be used for public school students, it is better to use public school settings as its background instead of home schooling or private schooling.\n\n(2) \"What kind of learning environment is most customary to these students?\" In some cultures, for example, teachers are revered individuals who teach sacred truth. The task of the students is to absorb knowledge, and they seldom disagree with the teacher. In the programs designed for these particular students, we can put more fundamental basic skills for them to memorize.\n\n(3) \"How do the cultural backgrounds of the students influence their uses and views of time?\" Americans' uses and views of time reflect cultural biases that alter their educational processes. For instance, in the United States, punctuality is revered. Work must be handed in on time, educational tasks are designated certain amounts of time to complete, and tests are graded based on how many questions students can answer correctly in a designated period of time. For some students we certainly can design our programs using time screen controls to push them to finish certain problems within certain time. In contrast to the Western clock-oriented value, some cultures are not conditioned to use every moment in a productive, task-oriented manner. For example, Latin Americans, in my personal experiences, do not have the habit of turning in work on time. They think that homework due on Monday and turned in on Tuesday or Friday should get the same credit. In such situations, we cannot design our programs in a strictly time-controlled system. Instead give them more time.\n\n(4) \"What kind of relationship is most natural for these students to have with the teachers?\" The teacher-student relationship is culturally mandated. For example, in China, as in other Asian countries, the teacher is in complete control of the classroom. Students rise when a teacher enters the room. They stand up at attention and say \"Good morning or good afternoon\" to the teacher. They do not sit down until the teacher tells them to sit. For students from this type of cultural background, the program design should be in a format often supported by behaviorist theory models such as Bloom's \"Mastering Learning,\" Gagne's \"Learning Hierarchy\", building knowledge step by step. But my experience with Hispanic students is different--Hispanic students like more group discussion. They do not like lecturing. In this case we can design programs in game formats and collaborative formats.\n\n(5) \"What rewards are attractive to these students?\" Rewards and reinforcement for learning differ in effectiveness across cultures. Some cultures teach their children different reward systems. For instance, verbal praise, which is viewed by most teachers as a reward, is not perceived as such by children of some minority groups. I was shocked at first when I saw that high school teachers have candy available in classrooms to reward students for getting right answers. I know that a lot of Hispanic parents use cash to motivate their children to do homework and get good grades. For these students, I do not think there is much motivation when computer programs have sound effects \"good job\" or\" excellent\" when they click the right answers.\n\n(6) \"How can the program use some slang?\" Many designers and teachers require \"Standard English.\" Admittedly, to function in today's competitive business arena does require the ability to communicate in \"Standard English.\" But some minority students feel more comfortable learning in a rather informal setting. Just talk to today's high school students; they feel it is `cool' to use slang. Thus to use some slang in the program may improve learning achievement. (7) \"What about the students' cognitive styles?\" Western schools favor the abstract, conceptual style. Studies have shown that some cultural groups develop different cognitive style. Some theorists express the view that culturally different children are often judged as incompetent, whereas in reality, it is their individual performance, not their competence, which is deficient. The gap between competence and performance is attributed to inappropriate situation cues --inappropriate because they fail to stimulate the child into action. Mathematics requires more abstract, conceptual ability. Some minority students develop their cognitive style with concrete, objective base. Therefore \"situated learning\" environment supported by most of constructivism theorists is a good choice.\n\nFinally, I would like to list the following criterions to evaluate a good culturally balanced-program:\n\n1) Materials are respectful of cultural, ethnic, sexual, and/or religious diversity.\n\n2) A balance of historical perspectives is represented that recognizes the complexity underlying historical events, especially wars, and politics.\n\n3) Gender inclusiveness is evident.\n\n4) A balanced perspective on the values and contributions of diverse cultures is represented.\n\n5) Images and icons are sensitive to cultural taboos and customs.\n\n6) An ethical perspective is presented that maintains that cultural practices should be respected unless they violate principles of basic humanity.\n\n7) Ethnic groups are represented in ways that reflect the diversity within these groups.\n\n8) A balance of different cultures and societies is represented in images or texts.\n\n9) Ethnic groups are represented in ways that reflect accurately their overall contributions to society.\n\n10) Ethnic pluralism based upon respect for differences are held forth as the ideal approach to societal development (Reeves, 1998).\n\nDemographic trends in today's schools indicate that our population is becoming more ethnically, culturally, and racially diverse. Computer technology should increasingly fit the individual learner. Designers and teachers are challenged to provide meaningful, relevant, and motivating educational interventions to all learners. Instruction must be responsive to the needs of these new learners, who often have backgrounds different from our own. This pluralistic focus, which requires us to accommodate diversity in the education process, must start with our own cultural sensitivity. As Anderson and Powell (1991) pointed out: \"Being culturally sensitive means being able to view the world from the standpoint of a culture other than one's own.\" For educators, teachers and designers, this means accepting as valid the culturally different learners' values, their motives, rewards that are meaningful to them, their locus of control, their linguistic systems, their learning styles, and their cognitive styles. Incorporating these issues into program designs, prizing this diversity and seeing it as a true asset to meaningful and effective instruction are key components for relevant instructional design.\n\nDirect Reprint Request to:\nZhang Jian x. (John)\nDirector of Teacher Education\nCentral Arizona College\n8470 N. Overfield Road\nCoolidge, AZ 87228\n\nREFERENCES\n\nAndersen, J., & Powell, R. (1991). Instructional communication and the classroom. In L. A. Samovar & R.E. Porter (eds.), Intercultural communication: A reader (pp. 208 - 214). Belmont, CA: Wadsworth Publishing Company.\n\nBaker, G., & Garcia, J. (1986). Culture, culture conflicts, and work performance. Performance and Instruction, 25(10), (pp. 3-6).\n\nCushner, K., McClelland, A., & Safford, P. (1992). Human diversity in education: An integrative approach. New York: McGraw-Hill.\n\nGerber, B. (1989). A global approach to training. Training, 26(9), (pp. 42-47).\n\nGary C. Powell, (1997). On being a Culturally Sensitive Instructional Designer and Educator. Educational Technology/March-April, 1997 (pp. 6- 14).\n\nIBM Corporation Education. (1990). A vision of IBM human resource performance in the year 2000.\n\nKohls, L. R. (1984). Survival kit for overseas living. Chicago: Intercultural Press.\n\nOgbu, J, (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.", "tags": [ { "tag": "Design" }, { "tag": "cultural diversity" } ], "collections": [], "relations": {}, "dateAdded": "2012-12-15T06:47:27Z", "dateModified": "2012-12-15T06:47:27Z" } }, { "key": "UEQ4VDE5", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/UEQ4VDE5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/UEQ4VDE5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/121115/items/BCNMR9RR", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } } }, "data": { "key": "UEQ4VDE5", "version": 1, "parentItem": "BCNMR9RR", "itemType": "attachment", "linkMode": "imported_file", "title": "thePowerofPlay.Everett.pdf", "accessDate": "", "url": "", "note": "", "contentType": "", "charset": "", "filename": "", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2012-12-15T06:41:34Z", "dateModified": "2012-12-15T06:41:34Z" } }, { "key": "UGC578TH", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/UGC578TH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/UGC578TH", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/121115/items/BCNMR9RR", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } } }, "data": { "key": "UGC578TH", "version": 1, "parentItem": "BCNMR9RR", "itemType": "attachment", "linkMode": "imported_file", "title": "thePowerofPlay.Everett.pdf", "accessDate": "", "url": "", "note": "", "contentType": "", "charset": "", "filename": "", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2012-12-15T06:39:21Z", "dateModified": "2012-12-15T06:39:21Z" } }, { "key": "BCNMR9RR", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/BCNMR9RR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/BCNMR9RR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239726, "username": "damonpackwood", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/damonpackwood", "type": "text/html" } } }, "creatorSummary": "Anna Everett", "numChildren": 3 }, "data": { "key": "BCNMR9RR", "version": 1, "itemType": "journalArticle", "title": "The Power of Play: The Portrayal and Performance of Race in Video Games", "creators": [ { "creatorType": "author", "firstName": "S. Craig Watkins", "lastName": "Anna Everett" } ], "abstractNote": "", "publicationTitle": "The Ecology of Games: Connecting Youth, Games, and Learning", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "race" }, { "tag": "video games" } ], "collections": [ "6CHEJ8Z6" ], "relations": {}, "dateAdded": "2012-12-15T06:38:03Z", "dateModified": "2012-12-15T06:38:03Z" } }, { "key": "XXV8HGNJ", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/XXV8HGNJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/XXV8HGNJ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/121115/items/BCNMR9RR", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "XXV8HGNJ", "version": 1, "parentItem": "BCNMR9RR", "itemType": "note", "note": "", "tags": [], "relations": {}, "dateAdded": "2012-12-15T06:38:03Z", "dateModified": "2012-12-15T06:38:03Z" } }, { "key": "PGFZ72CG", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/PGFZ72CG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/PGFZ72CG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239595, "username": "rpatruno", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rpatruno", "type": "text/html" } } }, "creatorSummary": "Anderson and Dron", "parsedDate": "2011-03", "numChildren": 0 }, "data": { "key": "PGFZ72CG", "version": 1, "itemType": "journalArticle", "title": "Three Generations of Distance Education Pedagogy", "creators": [ { "creatorType": "author", "firstName": "Terry", "lastName": "Anderson " }, { "creatorType": "author", "firstName": "Jon", "lastName": "Dron" } ], "abstractNote": "This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviorist, social constructivist, and connectivity pedagogy are examined, using the familiar community of inquiry model with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.", "publicationTitle": "International Review of Research in OPen and Distance Learning", "publisher": "", "place": "", "date": "Mar. 2011", "volume": "12", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.irrodl.org/index.php/irrodl/article/view/890/1663", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CU3Z6725" ], "relations": {}, "dateAdded": "2012-12-15T04:49:10Z", "dateModified": "2012-12-15T04:49:10Z" } }, { "key": "54T85CH5", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/54T85CH5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/54T85CH5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239595, "username": "rpatruno", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rpatruno", "type": "text/html" } } }, "creatorSummary": "Garrison", "parsedDate": "2000-06", "numChildren": 0 }, "data": { "key": "54T85CH5", "version": 1, "itemType": "journalArticle", "title": "Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues.", "creators": [ { "creatorType": "author", "firstName": "Randy", "lastName": "Garrison" } ], "abstractNote": "This article studies the evolution of distance education over the past decade. It reviews and discusses the methodologies, expectation theories, contributions and challenges of distance education a in order to assess the theoretical challenges facing the field of distance education, the significant theoretical contributions to distance education in the last century are briefly reviewed. The review also reveals an early preoccupation with organizational and structural constraints. The question is whether distance education is the solution for future education and whether distance education theory development will keep pace with innovations in technology and practice.\nPublication", "publicationTitle": "The International Review of Research in Open and Distance Learning", "publisher": "", "place": "", "date": "June 2000", "volume": "1", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.irrodl.org/index.php/irrodl/article/viewArticle/2/333", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CU3Z6725" ], "relations": {}, "dateAdded": "2012-12-15T04:43:44Z", "dateModified": "2012-12-15T04:43:44Z" } }, { "key": "XFBU2S2I", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/XFBU2S2I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/XFBU2S2I", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/121115/items/VN96S377", "type": "application/json" } }, "meta": { "createdByUser": { "id": 874153, "username": "boesen", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/boesen", "type": "text/html" } } } }, "data": { "key": "XFBU2S2I", "version": 1, "parentItem": "VN96S377", "itemType": "attachment", "linkMode": "imported_file", "title": "MusicBox.pdf", "accessDate": "", "url": "", "note": "", "contentType": "", "charset": "", "filename": "", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2012-12-15T04:43:39Z", "dateModified": "2012-12-15T04:43:39Z" } }, { "key": "F5V7CQ82", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/F5V7CQ82", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/F5V7CQ82", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239595, "username": "rpatruno", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rpatruno", "type": "text/html" } } }, "creatorSummary": "Ruiz, Jorge G. et al.", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "F5V7CQ82", "version": 1, "itemType": "journalArticle", "title": "The Impact of E-Learning", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Ruiz, Jorge G." }, { "creatorType": "author", "firstName": "", "lastName": "Mintzer, Michael J." }, { "creatorType": "author", "firstName": "", "lastName": "Leipzig, Rosanne M." } ], "abstractNote": "“The Impact of E-Learning in Medical Education” gives a well-defined overview of E-Learning. Medical schools have found that E-Learning offers students a comprehensive interactive alternative to classroom education. While the authors’ main focus is medical education, their observations apply to other disciplines as well. Distance learning, computer-assisted instruction and multimedia learning are not new innovations. These ideas have been around for a long time. However, the internet is bringing all of these learning methods together and making it much easier to distribute. Not only is information more available, it is also easier to update. The authors are particularly drawn to the possibility of standardizing information. This may be more important in medical education than in other fields. They note that the US Department of Defense funded the development of standards in the form of the “Advanced Distributed Learning: Sharable Content Object Reference Model (SCORM). “ SCORM is a set of specifications and a learning management system that includes tracking learning performance. The authors report that “A consortium of academic, government and health care organizations is working to develop SCORM-compliant- specifications and standards for medical education.” The authors also discuss the importance of content creation, management, delivery and standardization. There are a few learning management systems in current use are WEBCT® or Blackboard®, however, there are over 200 commercially available systems in use and the number is growing. What is lacking, however, are conclusive results comparing the effectiveness of E-learning with traditional methods. The studies that the authors cite are inconclusive. Further, while one might think that E-learning is cost-effective in the long run, the authors note that the upfront costs involved in creating, managing and delivering content is substantial. However, it seems that researchers can agree on one point: Students like E-Learning. The paper ends on the positive note that E-Learning can be personalized and adapted to the individual student. Also, more and more institutions are experimenting with different approaches with the hope that the role of the teacher will transform “from disseminator to facilitator”. For example, groups like the Accreditation Council for Graduate Medical Education (ACGME) and other such organizations are heavily investing in the development of new software and materials for effective web use.", "publicationTitle": "Academic Medicine", "publisher": "", "place": "", "date": "2006", "volume": "81", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "207-212", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Print", "tags": [], "collections": [ "CU3Z6725" ], "relations": {}, "dateAdded": "2012-12-15T04:38:46Z", "dateModified": "2012-12-15T04:38:46Z" } }, { "key": "FMWVJINN", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/FMWVJINN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/FMWVJINN", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/121115/items/ITVZ9ZUA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 390464, "username": "mtrucco17", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mtrucco17", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "FMWVJINN", "version": 1, "parentItem": "ITVZ9ZUA", "itemType": "attachment", "linkMode": "imported_file", "title": "fb university study.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "fb university study.pdf", "md5": "a617a4b4ccb580b1a845b5cfefc971c0", "mtime": 1355546211350, "tags": [], "relations": {}, "dateAdded": "2012-12-15T04:36:54Z", "dateModified": "2012-12-15T04:36:54Z" } }, { "key": "EN8CQMJ3", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/EN8CQMJ3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/EN8CQMJ3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239595, "username": "rpatruno", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rpatruno", "type": "text/html" } } }, "creatorSummary": "Deperlioglu et al.", "parsedDate": "2011-10", "numChildren": 0 }, "data": { "key": "EN8CQMJ3", "version": 1, "itemType": "journalArticle", "title": "Development of a Relational Database for Learning Management Systems", "creators": [ { "creatorType": "author", "firstName": " Omer", "lastName": "Deperlioglu" }, { "creatorType": "author", "firstName": "Yilmaz", "lastName": " Sarpkaya " }, { "creatorType": "author", "firstName": "Ertugrul", "lastName": "Ergun " } ], "abstractNote": "The study introduces the reader to what the authors call a Virtual Education Institutions, which is another term used for a system that works with web-based distant learning. In this study, a fully relational database design has been realized in compliance with SCORM standards and is ready to be used as a Virtual Education Institution. The relational database model for a learning management system is being reviewed for implementation at Afyon Kocatepe, University and appropriately called the Afyon Kocatepe University Distance Education Center (KU-DEC). According to the journal, the KU-DEC can be defined as a sharable content objective reference model. The programming and interface was all written for the SCORM system using MS SQL server.", "publicationTitle": "TOJET", "publisher": "", "place": "", "date": "Oct. 2011", "volume": "10", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.tojet.net/", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CU3Z6725" ], "relations": {}, "dateAdded": "2012-12-15T04:34:23Z", "dateModified": "2012-12-15T04:34:23Z" } }, { "key": "PSRP5HP6", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/PSRP5HP6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/PSRP5HP6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1239595, "username": "rpatruno", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rpatruno", "type": "text/html" } } }, "creatorSummary": "Wartell", "parsedDate": "2012-11", "numChildren": 0 }, "data": { "key": "PSRP5HP6", "version": 1, "itemType": "journalArticle", "title": "A New Paradigm for Remediation: MOOCs in Secondary Schools", "creators": [ { "creatorType": "author", "firstName": "Michael A", "lastName": "Wartell" } ], "abstractNote": "Massive open online courses (MOOCs) may be the solution to get K-12 students back on academic track. Higher learning institutions are growing at an accelerated pace and high school students are ill-prepared for college courses. Michael A. Wartell believes one solution to this problem is introducing remedial ‘massive open online courses’ (MOOCs) into K-12 education. He believes that the MOOCs will help students enter college amply prepared for college level work in Math and English. The courses will provide an alternative approach to general education and allow students to work at their own pace and without peer judgment. Funding for MOOCs are increasing in the United States. The Gates Foundation offers seed money to public education institutions in several states and there are several other charitable organizations focusing on grade-school web-based education. The standard grade-school educational approach to higher education is structured around testing. The implementation of MOOCs in K-12 will increase math and English (ACT and SAT) test scores, according to Wartell. However, in order for this to work, community colleges must be willing to use the MOOCs in the same manner that they are used in high school to ensure competence in college-level studies.", "publicationTitle": "EDUCAUSEreview", "publisher": "", "place": "", "date": "Nov.1 2012", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": ".", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CU3Z6725" ], "relations": {}, "dateAdded": "2012-12-15T04:30:53Z", "dateModified": "2012-12-15T04:30:53Z" } }, { "key": "WAFSDTP4", "version": 1, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/WAFSDTP4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/WAFSDTP4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 874166, "username": "wmapa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wmapa", "type": "text/html" } } }, "creatorSummary": "juul", "parsedDate": "2001", "numChildren": 0 }, "data": { "key": "WAFSDTP4", "version": 1, "itemType": "journalArticle", "title": "Games Telling stories?[", "creators": [ { "creatorType": "author", "firstName": "jesper", "lastName": "juul" } ], "abstractNote": "", "publicationTitle": "the international journal of computer game research", "publisher": "", "place": "", "date": "2001", "volume": "1", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "this article by jesper juul examines the debate between games and game narrative. In it, juul examines the similarities between games and narrative and how many games share narrative elements; i.e., space invaders, half-life, etc. \n\nJuul then goes on to examine a few arguments that show games as essentially non narrative. For example, the problem of translation from game to movie and how times works differently in games. I found article a good conversation starter, but it does not lead to any concrete solution. I would have liked it better if juul maybe proposed a different classification system for games and narrative - one that was descriptive enough have meaning and form for academic standing.", "tags": [], "collections": [ "6VJ4SED9" ], "relations": {}, "dateAdded": "2012-12-15T04:17:37Z", "dateModified": "2012-12-15T04:17:37Z" } }, { "key": "WFQSJ644", "version": 3, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/WFQSJ644", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/WFQSJ644", "type": "text/html" } }, "meta": { "createdByUser": { "id": 874166, "username": "wmapa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wmapa", "type": "text/html" } } }, "creatorSummary": "Chen", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "WFQSJ644", "version": 3, "itemType": "journalArticle", "title": "Flow in games", "creators": [ { "creatorType": "author", "firstName": "Jenova", "lastName": "Chen" } ], "abstractNote": "Have you ever enjoyed an\ninteractive experience,\neven as it was ignored by\nothers? Why does a particular\nexperience have broader appeal\nthan others? Answers depend\non whether it incorporates\nuser-oriented design. Computer\nscientists and software engineers peer into\nscreens and think in terms of machine language\nduring a typical workday, but most of what they\ndo still concerns the consumers, professionals, and\nresearchers who will interact with the software they\ncreate. To make something that will be enjoyed,\nthe first thing any technology developer must learn\nis what users want.", "publicationTitle": "communications of the acm", "publisher": "", "place": "", "date": "2007", "volume": "50", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "31-34", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "This article by Jenova chen details flow, a concept recognized in positive psychology. As Chen puts it, \"flow represents the feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment. Chen explains that flow is also known amongst gamers as \"the zone,\" as in the zone.\n\n\nChen details achieving flow in game design through a few principles; i.e., clear goals, direct immediate feeback, etc. What i found to be interesting about flow is the illusiveness between hitting the right spot between challenge and ability in game design. Chen concludes emphasizes keeping the user in mind when designing games. I liked this article a lot. it gave real practical advice to game designers and will hopefully lessen the number of games are frustrating to play.", "tags": [ { "tag": "flow" }, { "tag": "flower" }, { "tag": "fulfillment" }, { "tag": "game design" }, { "tag": "thatgamecompany" }, { "tag": "the zone" }, { "tag": "user oriented design" } ], "collections": [ "6VJ4SED9" ], "relations": {}, "dateAdded": "2012-12-15T04:10:35Z", "dateModified": "2012-12-15T04:10:35Z" } }, { "key": "99XW44QW", "version": 2, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/99XW44QW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/99XW44QW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 874166, "username": "wmapa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wmapa", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "99XW44QW", "version": 2, "itemType": "attachment", "linkMode": "imported_file", "title": "Games Telling stories.PDF - Shortcut.lnk", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Games Telling stories.PDF - Shortcut.lnk", "md5": "93070dbc0af0dcacdb1cb3456c6fa9af", "mtime": 1352439822386, "tags": [], "collections": [ "6VJ4SED9" ], "relations": {}, "dateAdded": "2012-12-15T04:02:11Z", "dateModified": "2012-12-15T04:02:11Z" } }, { "key": "MUS7DDHM", "version": 3, "library": { "type": "group", "id": 121115, "name": "Forum 2012-2014", "links": { "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/121115/items/MUS7DDHM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/forum_2012-2014/items/MUS7DDHM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 874166, "username": "wmapa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wmapa", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "MUS7DDHM", "version": 3, "itemType": "attachment", "linkMode": "imported_file", "title": "Flow in games", "accessDate": "", "url": "", "note": "

This article by Jenova chen details flow, a concept recognized in positive psychology.  As Chen puts it, \"flow represents the feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment.  Chen explains that flow is also known amongst gamers as \"the zone,\" as in the zone.

\n


Chen details achieving flow in game design through a few principles; i.e., clear goals, direct immediate feeback, etc.  What i found to be interesting about flow is the illusiveness between hitting the right spot between challenge and ability in game design. Chen concludes emphasizes keeping the user in mind when designing.

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