Friday, February 12, 2016

Future Priorities and Needs for eLearning for cultural diversity

We have to define the future priorities and needs for eLearning for cultural diversity.

To make the philosophy of eLearning for cultural diversity worthwhile, higher education should cover the organizational features of Learning Management Systems that affect the process and outcomes of planned change cultural activities among digital citizens (Boyd and Meyer, 2001; Conle and et. al., 2007; May, 1999; Neo, 2005; Stevens-Long and Crowell, 2002). 

The required skills and experiences to construct and support a free environment, therefore, can focus on working collaboratively with colleagues and global partners in global online culture through eLearning. This important process engages learners and instructor in multicultural projects designed to be realistic, intriguing and relevant to real life experiences. On the other hand, promoting excellence through continuous process improvement and the creative pursuit of new ideas and systems in global online culture should be a model for how theory can translate into practice on complex decision-making processes to encourage digital citizens’ independence in thinking critically in the global eLearning context. 

Curriculum Plans and Social Actions 

The major categories were those that helped to define the important and urgent areas of curriculum plans and social actions for eLearning for cultural diversity. eLearning experts emphasized that the following must become important categories for eLearning for cultural diversity in higher education: 

1) providing successful activities and agreements for a knowledge society, and 
2) recognizing the multicultural ethical, legal, and social implications of new developments. 

Not only are curriculum plans and social actions the familiarities and awareness of facts, truths, and information gained through experience, learning, and self-contemplation, but also these critical plans and actions mean the confident understanding of a subject, potentially with the ability to utilize it for a specific purpose. eLearning for cultural diversity, therefore, should generate new forms and tools of gathering data, manipulating and storing knowledge, transforming information, and working together over distance and time to build a knowledge society efficiently, and transfer global knowledge effectively to the new contexts of social justice. Building a knowledge society should be the most crucial goals of building the global culture in higher education. 

Even when the creation of syllabus plans requires more than collecting, acquiring and transmitting large amounts of information, data, and experience, multicultural knowledge should emerge from the diverse interactions of body, mind and soul by emerging from understanding the global word. Besides, as critically pointed out by Beaudoin (2003), social actions are very crucial for higher education to tie the individual self to collective responsibilities due to remarkable advances in eLearning for cultural diversity. In this context, the cutting-edge technologies can build a powerful multicultural network to share and exchange knowledge worldwide for the prosperity and well-being of its members by using an electronic network to send and receive information across diverse locations, devices, and services. 

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