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Sickel, J. (2023, Apr 29). Hoʻike | Hawaiian Culture & Instructional Design | Jamie Sickel | E Hoʻi Nā Wai. [Video] YouTube.

• Jamie Sickel is an instructional designer at Kapiʻolani Community College. She shares with us, her action plan presentation and how she has infused the ʻike (knowledge) that she has learned from the E Hōʻi Nā Wai Professional Development Program into her plan for a new website and syllabus templates that will support kumu or educators.

Parrish, P., & Linder-VanBerschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. International Review of Research in Open and Distance Learning, 11 (2), 1–19.

• This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers.

Pappas, C. (2024, Jan 12). 9 must-have skills for instructional designers who want to succeed. eLearning Industry.

• Do you want to work in Instructional Design? Here are 9 must-have skills ID professionals need to know about.

B2BWhiteboard. (2018, Nov 27). High and Low Context Cultures. [Video]. YouTube.

• This video explains one approach for understanding intercultural communication - the concept of high-context and low-context cultures, which refers to the value cultures place on indirect and direct communication.

Broeder, P. (2021). Informed communication in high context and low context cultures. Journal of Education, Innovation, and Communication , 3 (1), 13-24. https://doi.org/10.34097/jeicom-3-1-june21-1

• This study aimed to examine whether the high-context and low-context cultural distinctions proposed by Hall (1976) influence communication styles, specifically preferences for context and information usage in meaning-making. Findings from 774 Dutch, Greek, and Japanese participants showed notable differences, such as Dutch individuals relying more on non-verbal cues, Greeks using more hand gestures, and Japanese participants communicating more indirectly, with Greeks in the Netherlands displaying increased use of non-verbal communication, indirectness, and metaphor compared to their counterparts in Greece.

Johnson, K. (2023, October 1). TAKE HEED: A DEIA review process can safeguard against elements of training material being unintentionally harmful or reinforcing stereotypes. TD Magazine, 77 (10), 26.

• This article proposes that to foster an inclusive culture, it's essential to go beyond addressing diversity, equity, inclusion, and accessibility (DEIA) topics by carefully considering the design and messaging of learning materials. This includes reviewing content like scenarios and quizzes, along with imagery such as icons and videos, to prevent reinforcing stereotypes and ensure inclusivity across all formats.

Ren, X. (2022). Autoethnographic research to explore instructional design practices for distance teaching and learning in a cross-cultural context. TechTrends: Linking Research and Practice to Improve LearningA Publication of the Association for Educational Communications & Technology, 66 (1), 47–55. https://doi.org/10.1007/s11528-021-00683-9

• The autoethnography examines instructional design and delivery for a virtual international exchange program during the COVID-19 pandemic, where the instructional designer played a key role in transitioning courses to an online format. The study reveals that designing in transnational distance learning environments is more complex than within a single cultural context, with the instructional designer’s role being shaped by both micro and macro-level influences.

Yang, X., Hou, J., & Arth, Z. W. (2021). Communicating in a proper way: How people from high-/low-context culture choose their media for communication. International Communication Gazette, 83 (3), 238-259. https://doi.org/10.1177/1748048520902617

• The study explored how cultural contexts (high vs. low) affect individuals' media choices, using an online survey with participants from China and the U.S. It found that cultural differences lead to varying perceptions of communication media, with richer media being less likely to be chosen, and suggested further research on factors like convenience and privacy.

Dai, K., Matthews, K. E., & Renshaw, P. (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research & Development, 39 (6), 1140–1154.

• Chinese universities are expanding transnational education through partnerships like the China-Australia articulation program, where students face cross-cultural challenges in their learning experiences. Using activity theory, this study highlights that contradictions between assessment, program rules, and teaching methods create valuable learning opportunities rather than obstacles.

North Carolina Department of Health and Human Services (n.d.). Cultural competency awareness self-assessment.

• This self-assessment is a tool that measures one area of cultural competence: Awareness. This is not a test, but rather a tool to help community-based organizations identify strengths and opportunities for their individual and professional development.

Lydia Kyei-Blankson, Jared Keengwe, & Esther Ntuli. (2024). Designing equitable and accessible online learning environments. Information Science Reference.

• Chapters 9 and 10 in this resource offer insights about and evidence-based strategies for promoting equity and inclusivity in instructional design.

McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16 (1), 58–72.

• The paper explores the design process of an online learning environment tailored for Indigenous Australian learners preparing for university, focusing on cultural localization to incorporate local values, learning styles, and cognitive preferences. It advocates for culturally inclusive constructivist learning environments, emphasizing deeper cultural considerations in tasks and communication, supported by examples of a bi-cultural learning model.

Lin Huang. (2023). Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1126141

• In a globalized world, intercultural competence (IC) is crucial, especially in foreign language education, but current methods like immersive experiences aren't always feasible or effective in EFL classrooms. This study explored how an instructional design featuring cultural metacognition can foster IC development in a Chinese EFL context, finding significant improvements in students' affective, metacognitive, and behavioral IC dimensions, but not in knowledge acquisition, while confirming the model's effectiveness for tertiary-level education.

Nam Kyoung-Ah. (2015). High-context and low-context communication. Sage Publications.

• Cultural competence involves attitudes, practices, and policies that allow effective collaboration with individuals from diverse cultural backgrounds, encompassing related concepts like cultural sensitivity and diversity competence. The work explores the definition of culture, barriers to communication across cultures, and strategies for overcoming these barriers to improve intercultural understanding.

American Management Association (2021, Sep 17). Introduction to cultural sensitivity. [Video]. YouTube.

• The workplace is a melting pot of different cultures and perspectives. Cultural competency is a vital skill all leaders should possess. In this video, you'll learn the vital soft skills needed to recognize and respond to cultural differences. These skills are necessary when it comes to cultural sensitivity in the workplace.