Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework
Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework
复制标题
通过在线国际协作学习（COIL）框架进行多元文化学习和设计体验
DOI：
10.14434/jotlt.v8i1.26748
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发表时间：
2019
影响因子：
--
通讯作者：
D. Amole
中科院分区：
文献类型：
--
作者：
Abimbola Asojo;Y. Kartoshkina;Babatunde E. Jaiyeoba;D. Amole
室内设计认证理事会（CIDA）对室内设计专业学生的要求之一是“准备在各种环境中工作，以及跨越地理，政治，社会，环境，文化和经济条件”。为了帮助这一准备工作，来自两个机构的教师合作伙伴-明尼苏达室内设计大学和尼日利亚的建筑Obafemi Awolowo大学-通过使用协作在线国际学习（COIL）为他们的学生创造了独特的学习体验。这种教学方法的主要目标是通过连接不同国家的大学课程来培养学生的跨文化能力。两个COIL项目被选中，以帮助学生实践解决设计问题，同时应对特定的社会文化背景。来自这两个国家的学生似乎都从这次学习经历中受益匪浅。学生在学习后的反思结果表明，他们的设计解决方案和技术的欣赏和合作教学在发展这种敏感性更深的跨文化敏感性。总的来说，国际法委员会的框架加强了两种环境中多元文化学习经验的融合。
One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.