Document 10607490

Educación De la Cultura

Compañía

Consultant report on designing and developing web-based clothing and textile intercultural competence learning modules.

By Keba Hulela, Instructional Development and Designer

Educacion De la Cultura Compania/Curriculum & Instruction 603 ,

Iowa State University of Science and Technology

Ames, Iowa, 50010

===========================

Australia South Africa

Prepareby: Keba Hulela

United States of America

1


Compañía

Table of Contents

1.1 Summary…………………………………………………………………

1.2 Objectives………………………………………………………………

1.3 Need for the modules……………………………………………………

1.4 Module descriptions……………………………………………………

1.5 Instructional approach and resource materials…………………………

1.6 Module content and format ……………………………………………

Module 1: Basics of cultural orientation and identity

Module 2: Intercultural competency development in apparel

education

References

Appendix

Consultant Project Agreement

4

4

5-12

13-24

25

26-30

3

3

3

3

Prepareby: Keba Hulela 2


Compañía

1.1 Summary

The proposed modules provide the extension of undergraduate clothing and textile education programs and intercultural competence development at three universities: Iowa State University of Science and

Technology in the USA, University of Pretoria in South Africa, and the University of Melbourne in

Australia. Module goals address the increased worldwide globalization of apparel education in higher institutions. Given the need to promote and encourage intercultural competency development among higher institution students of clothing and textile education, there is an understandable and convincing need for these modules. The growing need to address culture similarities and differences between and among people is imperative. Instructional modes reflect the advanced technology that is increasingly used in higher education.

1.2 Objectives

The main objective of these modules is to introduce clothing and textile intercultural competencies development in order to:

•

increase the understanding of students’ own cultural identities and those foreign to them, which will lead to the development of intercultural competencies;

•

become knowledgeable about and develop openness to cultural differences;

•

develop awareness of cultural similarities and differences that raise the intercultural competencies among people of different cultures (note to Keba: this one doesn’t seem significantly different from the other two)

1.3 Need for the modules

There is a need for intercultural competence modules in programs of education. The modules respond to increased “globalization) by linking international universities through WebCT technology systems.

Developing students’ intercultural competencies has become important for international interactions not only in businesses (Johnson Lenartowicz & Apud, 2004), but also in education. Currently, there is an increased need for people to learn about their own and others’ cultures. Culture awareness deficiencies have often barred positive social, economic and cultural interaction, both locally and internationally (Yu

& Jin, 2005). In order to address this challenge, universities have introduced multicultural education, and study abroad programs. The proposed intercultural module is another way to address this cultural gap. The modules will link three countries and three universities through research and common learning.

1.4 Module descriptions

The modules will serve undergraduate students of clothing and textile with different career goals. These include: 1) those seeking to advance their education in clothing and textile and become international scholars; 2) those seeking to advance in international apparel industries as designers, marketers, and manufacturers; 3) those seeking to become educators/ instructors in international institutions with students of different cultural backgrounds.

Professionals who work in the global textile and apparel industry must learn about different cultural values and how those can affect business processes and communications. The modules will familiarize students with cultural components that enable them to develop intercultural competencies that can be used for effective communication while designing, producing and marketing clothing and textile products. The modules will be introduced as part of TC 372, Sourcing and Global Issues course. The



Compañía first two modules, which introduce basic cultural orientations, are presented below. Students will use

WebCT tools to learn about specific areas of the modules as directed by the instructor at Iowa State

University (ISU).

The modules use simulations, proverbs, world geographical maps, puzzles, and students’ reflections to create cultural awareness and understanding of similarities and differences. There will be no prerequisites for students to enroll in the modules. The modules provide a basis upon which subsequent modules will be developed.

1.5

Instructional approach and resource materials

On-line teaching and learning instructions will be provided through Iowa State’s WebCT system. These on-line course modules will enable students to work in teams of six to participate in problem solving and discussion exercises. This mode of learning allows students to meet in instructional technology labs at their respective institutions and to be connected by the instructor. WebCT communication tools include threaded discussion, blogs, e-mail, and chat tools.

1.6

Module content and format

In module 1, you will learn about the Australia, South Africa and the United States of America. The module orients you to names and locations of the 50 states in the United States of America, countries located in the African continent, and countries in the south Pacific region, including Australia. Module 2 provides an overview of the theory of intercultural competency development as a tool to use in international education. The aim of the module is to create an understanding of different peoples’ cultures in relation to clothing and textile education. The contents were developed around objectives

(see 1.2 above) to include:

Module 1: Basics of cultural orientation and identity

Module 2: Intercultural competency development in apparel education

[Each module is divided into sub-sections].



Compañía

5


Compañía

Module 1.0

6


Compañía

7


Compañía

8


Compañía

Sampling Procedures:

Source

9


Compañía

10


Compañía

11


Compañía

12


Compañía

Module 2.0

13


Compañía

14


Compañía

15


Compañía

16


Compañía

17


Compañía

18


Compañía

19


Compañía

20


Compañía

21


Compañía

22


Compañía

23


Compañía

Resource materials

24


Compañía

References

African craft.com http://www.africancraft.com/Avaialbe on line. Retrieved 5/21/2007

Australia and South East Asia map puzzle available on line http://www.yourchildlearns.com/mappuzzle/seasia-puzzle.html

Africa map puzzle available online http://www.yourchildlearns.com/mappuzzle/africapuzzle.html

Goals: Cultures available online http://title3.sde.state.ok.us/languages/teachernovicechecklist.htm

Intercultural competence available online http://www.uni-saarland.de/zeinr//efb/AHOI/Lima/Base/Chapter3.htm

Johnson ,J.P.,Lenartowicz, T. & Apud, S. (2006). Cross-cultural competence in international business: toward a definition and model. Journal of International

Studies

Livermore D. A. (1998). Intercultural competency: A look at the relationship between learning and culture and the competencies needed in the cross-cultural training setting. Sonlife International Forum: June 2-4 1998. Available online http://www.intersectcommunity.com/pdf/intercultural.pdf

The search knowledge base: Probability sampling available online http://www.socialresearchmethods.net/kb/sampprob.php. Retrieved May 21,2007

Profile - Amore Bridal Shoes http://www.i-do.com.au/weddingTV/idotv.asp?video=85&channel=7 available on line.

Schuster E. (998). Proverbs: A Path to Understanding Different Cultures. Available on line.

http://www.joe.org/joe/1998february/tt2.html available online

The owl and mouse educational software: available online http://www.yourchildlearns.com/owlmouse.htm

United States of America map puzzle: available online http://www.yourchildlearns.com/mappuzzle/us-puzzle.html

Daily Report Fashion:The New York fashion industry: Video report for May

2007.Marilyn reports on a month of fashion ironies. Online http://www.lookonline.com/nyvideoreport.html

Yu ,H. and Jin, B. (2005). Enhancing international dimensions in apparel and merchandising curricula in the USA. Journal of Fashion Marketing and management. Emerald Group Publishing Limited ISSN 1361-20025. 9(2)232-

245 available online http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Publish

ed/EmeraldFullTextArticle/Articles/2840090208.html

25

Document 10607490

Consultant report on designing and developing web-based clothing and textile intercultural competence learning modules.

Module 1.0

Educación De la Cultura

Compañía

Module 2.0

Educación De la Cultura

Compañía

Resource materials

Related documents

Products

Support

Document 10607490

Consultant report on designing and developing web-based clothing and textile intercultural competence learning modules.

Module 1.0

Educación De la Cultura

Compañía

Module 2.0

Educación De la Cultura

Compañía

Resource materials

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib