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The aim of design science research (DSR) in information systems is the user-centred creation of IT-artifacts with regard to specific social environments. For culture research in the field, which is necessary for a proper localization of IT-artifacts, models and research approaches from social sciences usually are adopted. Descriptive dimension-based culture models most commonly are applied for this purpose, which assume culture being a national phenomenon and tend to reduce it to basic values. Such models are useful for investigations in behavioural culture research because it aims to isolate, describe and explain culture-specific attitudes and characteristics within a selected society. In contrast, with the necessity to deduce concrete decisions for artifact-design, research results from DSR need to go beyond this aim. As hypothesis, this contribution generally questions the applicability of such generic culture dimensions’ models for DSR and focuses on their theoretical foundation, which goes back to Hofstede’s conceptual Onion Model of Culture. The herein applied literature-based analysis confirms the hypothesis. Consequently, an alternative conceptual culture model is being introduced and discussed as theoretical foundation for culture research in DSR.
In this paper, we present a solution how to test cultural influences on E-Learning in a global context. Based on a metadata approach, we show how specifically cultural influence factors can be determined to transfer and adapt learning environments. We present a method how those influence factors can be validated for both, to improve the dynamical meta-data specification and to be used in the development of (international) E-Learning scenarios.
Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning
(2011)
Producing and providing Open Educational Resources (OERs) is driven by the concepts of openness and sharing. Although there already are a lot of free high-quality resources available, practitioners often rather rewrite learning resources than creatively embed (and thus, reuse) existing OERs. In this paper, we analyse the reasons for this in two different educational contexts. As a result of this analysis, we found that the uncertainty on possible adaptation needs is one of the major barriers. In order to overcome this barrier and make different learning contexts comparable, we analysed the context of learners and in particular, in the research project ‘Learning Culture’, we investigated the field of culturally motivated expectations and attitudes of learners. This paper shows the results of this research project and discusses which cultural issues should be taken into consideration when OERs are to be adapted from one to another cultural context.
Adaptation of e-Learning Environments: Determining National Differences through Context Metadata
(2008)
The paper shows how existing e-learning modules can be internationalized using structured information on the context and specifically culture. Reusing e-Learning contents is a promising concept for the internationalization or cross-cultural purposes. However, most adaptation efforts are often limited to pure language translation.
As the only alternative is rewriting, reusability allows a massive cost reduction by implementing and adapting already established courses, for example into developing countries on a low-cost level. Our approach provides a basis for international and cross-cultural adaptation. In the approach, we identify, collect and store as many parameters about the source and target context and culture as available. After comparing contexts, we determine changing needs by analyzing the impacting differences.
To implement this approach on a large-scale, we plan a public database containing the necessary information for the comparison process. In our research, we have identified a set of around 170 parameters describing national and, more specifically, cultural attributes related to various situations. Utilizing those in an adequate way will lead to an easier and efficient adaptation process.
With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.
The most prominent education reform in Europe started in Bologna, Italy, in 1999, when the European Ministers responsible for higher education met to set the foundation for the European Higher Education Area (EHEA). The following process to reform and unify higher education and its systems in Europe is therefore known as the Bologna Process.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
This study presents the findings of a quantitative study on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The study is based on the results of an online survey targeted at four educational roles: educational policy makers; institutional policy makers/managers; educational professionals; and learners. The report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II discloses the main research questions and models. Chapter III characterises the universe of respondents. Chapter IV advances with a detailed survey analysis including an overview of key statistical data. Finally, Chapter V provides an exploratory in-depth analysis of some key issues: representations, attitudes and uses of OEP. The table of contents and the complete list of diagrams and tables can be found at the end of the report.
The exchange program was aimed at giving students an international exposure through teaching and intercultural communication and to also enhance the existing relationship among the partner schools. The program lasted for a period of six months from September 2016 to February 2017. The main part of the program was the International Management program which comprised of four courses. The program offered us an opportunity to travel to four European countries to broaden our academic and social network.
From September 2016 to February 2017, I did an internship at the University of Cape Coast, Ghana (UCC) as part of my studies in Business Administration at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany (H-BRS). At H-BRS, an internship of five or six months (or, alternatively, one exchange semester) is an obligatory part of the curriculum so students get hands-on experience even before they enter the job market. My internship was also part of the intercontinental partnership between UCC and H-BRS, which has resulted in many different projects.
The exchange program enables students to travel from their home countries to a partner university in the German-African University project. Students from the University of Nairobi in Kenya and University of Cape Coast in Ghana travel to the Hochschule Bonn-Rhein-Sieg University of Applied Sciences and stay for three months attending classes and participating in academic activities together with German students. Similarly, students from Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, travel to either West or East Africa and are hosted for three months by universities participating in the project. The program enables Kenyan students to accustom themselves to the German way of life and student-centered learning and disciplines. The program integrates fieldwork into the learning activities making education both a skill-imparting and fun process.
I had an opportunity to visit Germany in 2016/2017 during which period I was on an exchange staff program between the University of Nairobi, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany, and the University of Cape Coast, Ghana. My visit took me to the city of Bonn where the University of Bonn-Rhein-Sieg is located in the suburban area in the cities of Sankt Augustin, Rheinbach, and Hennef. I was able to interact with faculty members and students. During this period, the discussion I had with faculty mainly focused on various programs offered by the university and how they have been able to interact and partner with the industry and create linkages with various firms in Germany. It emerged from our discussion that the development of the curriculum by the university depends on such partnerships.
German African Universities Program (GAUP) is a partnership of three universities encompassing Hochschule Bonn-Rhein-Sieg, University of Applied Sciences in Germany, University of Nairobi in Kenya, and University of Cape Coast in Ghana. Every year, a number of students from each university are competitively selected to take part in the exchange program in a foreign country for three months in the sponsored project. I participated in the exchange program in Germany during the winter semester 2016/2017. The experience was excellent and the benefits cannot be underestimated. The objective was to integrate with the university community in Germany and learn first-hand from their teaching approaches and experiences by attending classes and interacting in- and outside the classroom. It provided an opportunity for cross-cultural learning, hence preparing us to live and work in different parts of the world. Besides the classroom experience, learning was reinforced by exposure tours in the industry including the Coal mine industrial complex in Essen (UNESCO world heritage since 2001) and Rheinbach.
The nature of the program was an exchange program between Hochschule Bonn-Rhein-Sieg, University of Applied Sciences and the University of Cape Coast. The program was advertised and we applied. We were shortlisted for interview and we were selected as the candidates for the exchange program. The program took a period of five months. We set off from Accra, Ghana to Germany on 7th September 2015, and returned to Ghana on 25th January 2016.
Competency-Based Teaching Using Simulation Exercises: Evidence of the University of Cape Coast
(2018)
Tertiary institutions exist to train manpower to solve local, national, and international problems. Products from such institutions should not be a problem to countries as in the case of some Sub-Saharan African countries including Ghana which has a high level of graduate unemployment. Among the causes of the problem is the nature of teaching or the syllabus or the programs students pursue while in such institutions. The paper discusses one of the teaching strategies used to make a course relevant for a program and for the working world. In this course, students are introduced to practice-oriented learning through simulation exercises. The project activities specifically seek to assess the students’ understanding of business formation; examine students’ understanding of sustainability, creativity and innovation of business ideas; assess their understanding of the functional areas of business including marketing & sales, finance, human resource management, operations, and accounting, among others. Feedback from students who have participated indicates the exercise gave much more exposure and meaning to the concepts they learned in class. In this exercise, students build teams, develop a product, learn to set up a business, and design organogram, business vision, mission, and core values. The exercise empowers students to learn by doing. It accords students the opportunity to review their own knowledge and skills with respect to the concepts they have learned in the course. More than 3000 students have participated in this project since its inception in the academic year 2013/2014. It is estimated that 1000 students will participate in this project in the academic year 2017/2018.
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.
Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. If publicly available educational resources (OERs) shall help overcoming the educational gap, localization is one of the major issues we need to deal with. Educators as well as learners need to be supported to determine adaptation needs. This paper provides a list of possible in-fluence factors on educational scenarios which are defined as context metadata. In the given form, the list needs to be understood as an addendum for the paper entitled ‘Open Educational Resources: Education for the World?’ from Thomas richter and Maggie McPherson; It is being published in the volume 3, issue 2 of the Journal Distance Education in 2012.