An instructional design on Yoruba, Gujarati and Algerian spaces

Abimbola Asojo, Vibhavari Jani, Cherif Amor

Research output: Contribution to journalArticle

Abstract

This paper presents an instructional design utilizing Yoruba, Gujarati, and Algerian spaces to help educators integrate diverse cultural and global perspectives in design education. The authors illustrate how educators can develop more effective instruction through an instructional design process that uses fundamental components such as the learners, objectives, methods, and evaluation symbiotically. The authors utilize Grant's 1991 pedagogical approach for introducing diversity in design education, Anderson's ACT-R theory (1995) which focuses on three stages of skill acquisition: cognitive, associative, and autonomy, and Bloom's (1956) six levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation to develop an instructional design on Yoruba, Gujarati and Algerian spaces. The instructional design process utilizes three pedagogical approaches suggested by Grant (1991) for introducing diversity in design education. They are: 1. The Inclusion Approach, which utilizes examples from non-Western perspectives as references for discussing design ideas. 2. The Contribution Approach, which selects non-Western "invisible designers" and analyzes the contributions they have made. 3. The Transformational Approach, which is a product of the first two approaches. The authors will share their results and findings, as well as student outcomes of how this instructional design process helped them in integrating diverse cultural and global precedents in teaching design to help other educators. Corroborating previous research, the findings of the present research suggests that the inclusion of diverse cultural and global perspectives in Design education results in a plethora of design possibilities that lead to better design outcomes; hence better designer training.

Original languageEnglish
Pages (from-to)63-82
Number of pages20
JournalDesign Principles and Practices
Volume4
Issue number3
Publication statusPublished - 2010
Externally publishedYes

Fingerprint

Instructional Design
Design Education
Educators
Inclusion
Evaluation
Designer
Objective Knowledge
Teaching
Fundamental
Autonomy
Associative
Invisible
Skill Acquisition

Keywords

  • Architecture
  • Instructional Design
  • Interior Design

ASJC Scopus subject areas

  • Visual Arts and Performing Arts

Cite this

An instructional design on Yoruba, Gujarati and Algerian spaces. / Asojo, Abimbola; Jani, Vibhavari; Amor, Cherif.

In: Design Principles and Practices, Vol. 4, No. 3, 2010, p. 63-82.

Research output: Contribution to journalArticle

Asojo, Abimbola ; Jani, Vibhavari ; Amor, Cherif. / An instructional design on Yoruba, Gujarati and Algerian spaces. In: Design Principles and Practices. 2010 ; Vol. 4, No. 3. pp. 63-82.
@article{d303112b72234f2dbf6e72ce08b17c9d,
title = "An instructional design on Yoruba, Gujarati and Algerian spaces",
abstract = "This paper presents an instructional design utilizing Yoruba, Gujarati, and Algerian spaces to help educators integrate diverse cultural and global perspectives in design education. The authors illustrate how educators can develop more effective instruction through an instructional design process that uses fundamental components such as the learners, objectives, methods, and evaluation symbiotically. The authors utilize Grant's 1991 pedagogical approach for introducing diversity in design education, Anderson's ACT-R theory (1995) which focuses on three stages of skill acquisition: cognitive, associative, and autonomy, and Bloom's (1956) six levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation to develop an instructional design on Yoruba, Gujarati and Algerian spaces. The instructional design process utilizes three pedagogical approaches suggested by Grant (1991) for introducing diversity in design education. They are: 1. The Inclusion Approach, which utilizes examples from non-Western perspectives as references for discussing design ideas. 2. The Contribution Approach, which selects non-Western {"}invisible designers{"} and analyzes the contributions they have made. 3. The Transformational Approach, which is a product of the first two approaches. The authors will share their results and findings, as well as student outcomes of how this instructional design process helped them in integrating diverse cultural and global precedents in teaching design to help other educators. Corroborating previous research, the findings of the present research suggests that the inclusion of diverse cultural and global perspectives in Design education results in a plethora of design possibilities that lead to better design outcomes; hence better designer training.",
keywords = "Architecture, Instructional Design, Interior Design",
author = "Abimbola Asojo and Vibhavari Jani and Cherif Amor",
year = "2010",
language = "English",
volume = "4",
pages = "63--82",
journal = "Design Principles and Practices",
issn = "1833-1874",
publisher = "Common Ground Publishing",
number = "3",

}

TY - JOUR

T1 - An instructional design on Yoruba, Gujarati and Algerian spaces

AU - Asojo, Abimbola

AU - Jani, Vibhavari

AU - Amor, Cherif

PY - 2010

Y1 - 2010

N2 - This paper presents an instructional design utilizing Yoruba, Gujarati, and Algerian spaces to help educators integrate diverse cultural and global perspectives in design education. The authors illustrate how educators can develop more effective instruction through an instructional design process that uses fundamental components such as the learners, objectives, methods, and evaluation symbiotically. The authors utilize Grant's 1991 pedagogical approach for introducing diversity in design education, Anderson's ACT-R theory (1995) which focuses on three stages of skill acquisition: cognitive, associative, and autonomy, and Bloom's (1956) six levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation to develop an instructional design on Yoruba, Gujarati and Algerian spaces. The instructional design process utilizes three pedagogical approaches suggested by Grant (1991) for introducing diversity in design education. They are: 1. The Inclusion Approach, which utilizes examples from non-Western perspectives as references for discussing design ideas. 2. The Contribution Approach, which selects non-Western "invisible designers" and analyzes the contributions they have made. 3. The Transformational Approach, which is a product of the first two approaches. The authors will share their results and findings, as well as student outcomes of how this instructional design process helped them in integrating diverse cultural and global precedents in teaching design to help other educators. Corroborating previous research, the findings of the present research suggests that the inclusion of diverse cultural and global perspectives in Design education results in a plethora of design possibilities that lead to better design outcomes; hence better designer training.

AB - This paper presents an instructional design utilizing Yoruba, Gujarati, and Algerian spaces to help educators integrate diverse cultural and global perspectives in design education. The authors illustrate how educators can develop more effective instruction through an instructional design process that uses fundamental components such as the learners, objectives, methods, and evaluation symbiotically. The authors utilize Grant's 1991 pedagogical approach for introducing diversity in design education, Anderson's ACT-R theory (1995) which focuses on three stages of skill acquisition: cognitive, associative, and autonomy, and Bloom's (1956) six levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation to develop an instructional design on Yoruba, Gujarati and Algerian spaces. The instructional design process utilizes three pedagogical approaches suggested by Grant (1991) for introducing diversity in design education. They are: 1. The Inclusion Approach, which utilizes examples from non-Western perspectives as references for discussing design ideas. 2. The Contribution Approach, which selects non-Western "invisible designers" and analyzes the contributions they have made. 3. The Transformational Approach, which is a product of the first two approaches. The authors will share their results and findings, as well as student outcomes of how this instructional design process helped them in integrating diverse cultural and global precedents in teaching design to help other educators. Corroborating previous research, the findings of the present research suggests that the inclusion of diverse cultural and global perspectives in Design education results in a plethora of design possibilities that lead to better design outcomes; hence better designer training.

KW - Architecture

KW - Instructional Design

KW - Interior Design

UR - http://www.scopus.com/inward/record.url?scp=84890518550&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890518550&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84890518550

VL - 4

SP - 63

EP - 82

JO - Design Principles and Practices

JF - Design Principles and Practices

SN - 1833-1874

IS - 3

ER -