Cultural Sensitivity in Voluntary Virtual Professional Development Communities
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Understanding is a key component in fostering harmony in our daily lives.It plays a significant role in various aspects of human interaction,from personal relationships to professional settings.Here are some ways in which understanding can be leveraged to create a more harmonious environment:munication:Effective communication is at the heart of understanding.By actively listening to others,we can better comprehend their perspectives and needs.This mutual comprehension helps in resolving conflicts and misunderstandings.2.Empathy:Empathy is the ability to put oneself in anothers shoes.It allows us to feel and understand what others are going through,which can lead to a deeper level of understanding and compassion.3.Tolerance:Tolerance involves accepting and respecting the differences in opinions, beliefs,and lifestyles.By being tolerant,we create an atmosphere where diversity is celebrated,and everyone feels included.4.Forgiveness:Holding grudges can hinder the harmony in relationships.Forgiveness is the act of letting go of resentment and bitterness,which can help in rebuilding trust and maintaining peace.5.Adaptability:Being adaptable means being open to change and willing to adjust ones behavior or mindset to accommodate the needs of others.This flexibility can help in navigating through difficult situations and maintaining harmony.6.Conflict Resolution:Understanding is crucial in resolving conflicts.By understanding the root cause of a disagreement,parties can work towards a mutually beneficial solution.7.Cultural Sensitivity:In a multicultural society,understanding different cultural practices and values is essential for harmony.Cultural sensitivity helps in avoiding offense and promoting respect among diverse groups.cation:Education plays a vital role in promoting understanding.By learning about different cultures,histories,and social issues,we can develop a broader perspective and greater appreciation for diversity.9.Active Listening:Active listening involves fully concentrating,understanding, responding,and then remembering what is being said.It is a critical skill in ensuring that all parties feel heard and understood.10.Patience:Patience is the ability to accept delays,problems,or suffering without becoming annoyed or anxious.It is essential in understanding others,especially when they are going through difficulties.In conclusion,understanding is a multifaceted concept that,when applied,can significantly enhance the harmony in our interactions with others.It requires a combination of empathy,communication,tolerance,and patience,among other qualities. By cultivating these attributes,we can create a more inclusive and peaceful society.。
When it comes to fostering relationships with others,there are several key strategies and behaviors that can be adopted to build stronger connections.Here are some essential points to consider in an essay on this topic:munication:Open and honest communication is the cornerstone of any relationship.Its important to express your thoughts and feelings clearly and to listen actively to what the other person is saying.2.Empathy:Understanding and sharing the feelings of others is crucial.By putting yourself in someone elses shoes,you can better appreciate their perspective and respond in a supportive way.3.Respect:Treating others with respect means valuing their opinions,acknowledging their feelings,and being considerate of their needs and boundaries.4.Trust:Building trust takes time and is based on consistent,reliable behavior.It involves keeping promises,being honest,and showing integrity in your actions.5.Shared Experiences:Engaging in activities together can strengthen bonds.Whether itsa team sport,a hobby,or a shared project,these experiences create memories and foster a sense of camaraderie.6.Conflict Resolution:Disagreements are inevitable,but how they are handled can make or break a relationship.Approaching conflicts with a willingness to compromise and find a solution that works for both parties is essential.7.Appreciation:Regularly expressing gratitude and appreciation for the other person can go a long way in making them feel valued and loved.8.Support:Being there for someone in times of need,offering a helping hand,or simply being a shoulder to lean on,shows that you care and are invested in their wellbeing.9.Personal Growth:Encouraging and supporting each others personal growth can lead toa more fulfilling relationship.This might involve celebrating achievements,discussing goals,or learning new things together.10.Boundaries:Setting and maintaining healthy boundaries is important for a balanced relationship.This means knowing when to give space and when to offer support.11.Cultural Sensitivity:In a diverse world,understanding and respecting culturaldifferences can help in building bridges and avoiding misunderstandings.12.Forgiveness:Holding grudges can damage relationships.Being able to forgive and move past mistakes is a sign of maturity and can lead to deeper connections.mon Goals:Having shared objectives or aspirations can unite people and give them a sense of purpose and direction in their relationship.14.Adaptability:Being flexible and adaptable to changes in circumstances or in the other persons needs is a sign of a strong and enduring relationship.15.Celebration of Differences:Embracing and celebrating the unique qualities and differences in others can enrich relationships and lead to a more diverse and interesting life.By incorporating these elements into your interactions with others,you can work towards building and maintaining strong,healthy relationships that are based on mutual understanding,respect,and care.。
Integrity is a fundamental value that plays a critical role in the life of a university student.It is the cornerstone of personal and academic success.Here are some key points to consider when discussing the importance of integrity in the context of a university students life:1.Honesty in Academics:Academic integrity is essential for a students growth and learning.It involves being honest in assignments,exams,and research work.Cheating or plagiarism not only undermines ones education but also damages the reputation of the institution and the individual.2.Ethical Decision Making:Students should be taught to make ethical decisions,which includes respecting the rights of others,being fair in competition,and avoiding dishonest practices.This skill is crucial for their future careers and personal relationships.3.Respect for Intellectual Property:In the digital age,it is easy to access and share information.However,respecting intellectual property rights is a sign of integrity. Students should be aware of copyright laws and give proper credit when using someone elses work.4.Cultural Sensitivity:As university students often interact with diverse groups of people, it is important to show respect for different cultures and beliefs.This includes being honest about ones own cultural background and understanding the importance of cultural diversity.5.Honesty in Personal Relationships:Building and maintaining relationships based on trust requires honesty.Students should be encouraged to be truthful in their interactions with peers,professors,and other members of the university community.6.Integrity in Leadership:For those who take on leadership roles in student organizations, clubs,or other groups,demonstrating integrity is vital.Leaders should set an example by being accountable for their actions and decisions.7.Consequences of Dishonesty:It is important for students to understand the potential consequences of dishonest behavior,which can include academic penalties,loss of credibility,and damage to personal and professional relationships.8.Promoting a Culture of Integrity:Universities should foster an environment where integrity is valued and practiced.This can be achieved through workshops,seminars,and policies that emphasize the importance of ethical conduct.9.Personal Growth and Development:Practicing integrity helps in personal development by building selfesteem and confidence.It also prepares students for the challenges they will face in their professional lives.10.LongTerm Benefits:The benefits of integrity extend beyond university life.It helps in building a strong character and reputation,which can open doors to opportunities in the future.In conclusion,integrity is not just a moral principle but a practical necessity for university students.It is a skill that can be cultivated and should be nurtured throughout their academic journey and beyond.。
Respect is a fundamental principle in our interactions with others.It is the cornerstone of a harmonious society,and it is essential for building positive relationships. Here are some key points to consider when discussing the importance of respect in our lives:1.Mutual Understanding:Respect starts with understanding that each person has their own unique experiences,beliefs,and values.By acknowledging this diversity,we can approach others with an open mind.2.Active Listening:When we listen to others attentively,we show them that their thoughts and feelings are important to us.This is a sign of deep respect and can lead to more meaningful conversations.3.Empathy:Empathy is the ability to put ourselves in someone elses shoes.It allows us to understand their emotions and perspectives,which is a profound way to show respect.4.Treating Others with Dignity:Regardless of someones background or social status, treating everyone with dignity is a sign of respect.It involves being polite,courteous,and considerate of others feelings.5.Valuing Differences:Respecting others means valuing their differences rather than seeing them as a threat or something to be feared.Embracing diversity enriches our lives and broadens our understanding of the world.6.Fairness and Justice:Respect is closely linked to the concepts of fairness and justice.It involves treating people equally and ensuring that everyone has the same opportunities and rights.munication:Respectful communication involves speaking honestly but kindly, avoiding insults or derogatory language,and being mindful of the impact our words can have on others.8.Personal Growth:When we respect others,we also grow as individuals.It teaches us patience,humility,and the importance of considering the bigger picture.9.Conflict Resolution:Respect is crucial in resolving conflicts.By treating all parties with respect,we can find common ground and work towards a peaceful resolution.10.Cultural Sensitivity:In our globalized world,respecting different cultures is more important than ever.This involves learning about and appreciating the customs andtraditions of others.In conclusion,respect is a multifaceted concept that encompasses a wide range of behaviors and attitudes.It is not just about being polite it is about recognizing the inherent worth of every individual and treating them accordingly.By practicing respect in our daily lives,we contribute to a more compassionate and inclusive society.。
英语俱乐部投稿英语作文English Answer.The Importance of Cultural Sensitivity in International Communication.Cultural sensitivity is the ability to understand and appreciate the cultural differences between people from different backgrounds. It is an essential skill for anyone who works in international communication, as it allows them to avoid misunderstandings and build strong relationships with people from other cultures.There are many different ways to develop cultural sensitivity. One way is to travel to other countries and experience different cultures firsthand. Another way is to read books and articles about different cultures. You can also learn about different cultures by talking to people from other cultures and asking them about their experiences.Once you have a good understanding of different cultures, you can start to apply cultural sensitivity to your communication. This means being aware of the cultural differences between you and your audience and adapting your communication style accordingly. For example, if you are communicating with someone from a culture that values formality, you should use more formal language and avoid using slang or colloquialisms.Cultural sensitivity is also important in nonverbal communication. For example, in some cultures, it is considered rude to make eye contact with someone who isolder or of higher status. In other cultures, it is considered rude to avoid eye contact. By being aware of the cultural norms for nonverbal communication, you can avoid making mistakes that could offend your audience.Cultural sensitivity is an essential skill for anyone who works in international communication. By understanding and appreciating cultural differences, you can avoid misunderstandings, build strong relationships, and communicate effectively with people from all over the world.中文回答。
Importance of Cultural Sensitivity in Healthcare Cultural sensitivity in healthcare is of utmost importance as it plays a significant role in providing effective and compassionate care to patients from diverse cultural backgrounds. It is essential for healthcare professionals to understand and respect the cultural beliefs, values, and practices of their patients in order to provide patient-centered care and improve health outcomes. Cultural sensitivity also helps in building trust and rapport with patients, which is crucial for effective communication and collaboration in the healthcare setting.One of the key reasons why cultural sensitivity is important in healthcare is the impact it has on patient outcomes. Patients from different cultural backgrounds may have unique health beliefs and practices that can influence their healthcare decisions and adherence to treatment plans. For example, some cultures may prefer traditional or alternative medicine over conventional treatments, and healthcare professionals need to be aware of these preferences in order to provide the best possible care. By being culturally sensitive, healthcare providers can ensure that their patients receive care that is respectful of their cultural beliefs and practices, leading to better health outcomes.Furthermore, cultural sensitivity in healthcare helps in reducing health disparities among different cultural groups. Studies have shown that individuals from certain cultural backgrounds may experience disparities in access to healthcare services, quality of care, and health outcomes. By being culturally sensitive, healthcare professionals can address these disparities by understanding the unique needs of their patients and providing care that is tailored to their cultural background. This can help in improving the overall health and well-being of diverse populations and promoting health equity.In addition, cultural sensitivity in healthcare is essential for effective communication and building trust with patients. Language barriers, cultural norms around communication, and differences in health literacy can all impact the ability of patients to understand and engage with their healthcare providers. By being culturally sensitive, healthcare professionals can adapt their communication style and methods to meet the needs of their patients, ensuring that important health information is effectively conveyed and understood.This can help in building trust and rapport with patients, leading to better patient satisfaction and adherence to treatment plans.Moreover, cultural sensitivity in healthcare is important for promoting diversity and inclusion in the healthcare workforce. A culturally sensitive healthcare environment not only benefits patients but also supports the well-being of healthcare professionals from diverse backgrounds. It creates a workplace culture that values and respects differences, leading to a more inclusive and supportive environment for both employees and patients. This can also help in attracting and retaining a diverse healthcare workforce, which is important for addressing the needs of an increasingly diverse patient population.Furthermore, cultural sensitivity in healthcare is important for ethical and legal reasons. Healthcare providers have a responsibility to provide care that is respectful of the cultural beliefs and practices of their patients. Failing to do so can lead to ethical dilemmas and legal issues, as it may result in substandard care, patient dissatisfaction, and even discrimination. By being culturally sensitive, healthcare professionals can uphold ethical standards and legal requirements, ensuring that they provide care that is respectful and non-discriminatory towards patients from diverse cultural backgrounds.In conclusion, cultural sensitivity is an essential aspect of providing high-quality, patient-centered care in healthcare. It is important for improving patient outcomes, reducing health disparities, promoting effective communication and trust, supporting diversity and inclusion, and upholding ethical and legal standards. Healthcare professionals should strive to be culturally sensitive in their practice, by understanding and respecting the cultural beliefs, values, and practices of their patients. By doing so, they can ensure that all patients receive care that is respectful, inclusive, and tailored to their unique cultural background.。
In our rapidly changing world,the concept of a harmonious home where differences coexist in prosperity is more important than ever.A harmonious home is not only a place of physical comfort but also a sanctuary for emotional and mental wellbeing.Here are some key aspects that contribute to creating such an environment:1.Respect for Individuality:Every member of the household has unique qualities and preferences.Recognizing and respecting these differences is fundamental to a harmonious home.It encourages personal growth and fosters a sense of belonging.2.Open Communication:Open and honest communication is the cornerstone of any harmonious relationship.It allows for the expression of feelings,thoughts,and concerns without fear of judgment or retribution.3.Shared Values and Goals:While individuality is important,having shared values and goals can unite a family.These commonalities provide a sense of direction and purpose, helping members to work together towards a common end.4.Mutual Support:A harmonious home is one where members support each others endeavors.This support can be emotional,financial,or practical,and it strengthens the bonds between family members.5.Conflict Resolution:Disagreements are inevitable,but how they are handled can make all the difference.A harmonious home encourages the peaceful resolution of conflicts through negotiation and compromise.6.Cultural Sensitivity:In a diverse world,its important to be sensitive to the cultural backgrounds of all family members.This includes understanding and respecting traditions,customs,and beliefs that may differ from ones own.7.Inclusivity:Everyone should feel included and valued in the home.This means making decisions that consider the needs and interests of all members,regardless of age,gender, or other factors.8.Balanced Responsibilities:Sharing household chores and responsibilities fairly can prevent resentment and promote a sense of teamwork.It also teaches valuable life skills and fosters a sense of contribution to the family unit.9.Emotional Intelligence:Being aware of and managing ones own emotions and being sensitive to the emotions of others is crucial.Emotional intelligence can lead to more empathetic interactions and a more peaceful home environment.10.Personal Space:While togetherness is important,so is having personal space.A harmonious home recognizes the need for individual time and space,allowing for personal reflection and relaxation.11.Adaptability:Life is full of changes,and a harmonious home is one that can adapt to new circumstances.This flexibility can help the family navigate through lifes challenges together.12.Celebration of Differences:Instead of viewing differences as a source of conflict,a harmonious home celebrates them as a source of enrichment.This can lead to a more vibrant and dynamic family life.In conclusion,a harmonious home where differences coexist in prosperity is built on a foundation of respect,communication,and mutual support.It is a place where individuality is celebrated,and togetherness is cherished,creating an environment that nurtures the wellbeing of all its members.。
In the pursuit of academic excellence,the collaborative effort between teachers and students is paramount.The relationship between educators and their pupils is not merely one of imparting knowledge but also one of mutual inspiration and growth.Here are some key aspects of this dynamic partnership:1.Mutual Respect:The foundation of a strong teacherstudent relationship is respect. Teachers must respect the individuality and potential of each student,while students should appreciate the expertise and dedication of their teachers.2.Open Communication:An open line of communication fosters an environment where both parties feel comfortable expressing their thoughts,concerns,and ideas.This exchange helps in addressing misunderstandings and enhancing the learning process.3.Shared Goals:Both teachers and students should have a clear understanding of the educational objectives.This alignment ensures that efforts are directed towards common outcomes,such as academic achievement and personal development.4.Adaptability:Teachers must be adaptable to the diverse learning needs of their students. Similarly,students should be open to different teaching methods and be willing to adapt their learning strategies.5.Encouragement and Support:Teachers play a crucial role in motivating students to reach their full potential.Encouragement can boost confidence and inspire students to overcome challenges.Students,in turn,can support their teachers by actively participating in class and showing appreciation for their efforts.6.Continuous Learning:The process of learning is ongoing for both teachers and students.Teachers should continuously update their knowledge and teaching methods, while students should cultivate a lifelong love for learning.7.Feedback:Constructive feedback is essential for improvement.Teachers should provide feedback that helps students understand their strengths and areas for improvement.Students should also feel comfortable giving feedback to their teachers about the teaching process.8.Cultural Sensitivity:In a diverse classroom,both teachers and students should be aware of and sensitive to cultural differences.This awareness can enrich the learning experience and promote understanding and respect.9.Innovation:Teachers should encourage innovative thinking and creativity amongstudents.This can be achieved by incorporating diverse teaching techniques and allowing students to explore topics in novel ways.10.Celebration of Success:Recognizing and celebrating achievements,both big and small,can be a powerful motivator.Teachers should acknowledge the accomplishments of their students,and students should take pride in their progress.In conclusion,the journey of education is a shared voyage between teachers and students. It is through this collective effort that true learning and growth can be achieved,leading to a fulfilling educational experience for all involved.。
英语作文文化意识In the realm of English composition, cultural awareness plays a pivotal role in crafting a piece that resonates with a diverse audience. The following points highlight the significance of cultural consciousness in writing and offer strategies for incorporating it effectively.1. Understanding the Audience: Begin by identifying the cultural background of your readers. This understanding guides the choice of themes, examples, and language that will be relatable and respectful.2. Avoiding Stereotypes: Stereotypes can be offensive and perpetuate misconceptions. Make an effort to present a balanced view and avoid generalizations that could be considered culturally insensitive.3. Using Inclusive Language: Choose words that are inclusive and non-discriminatory. This means avoiding language that could be seen as biased against any gender, race, or culture.4. Respecting Cultural References: When including cultural references, ensure they are used with respect and accuracy. Misrepresenting a culture can lead to misunderstandings and offense.5. Cultural Sensitivity in Humor: Humor is a powerful tool in writing, but it can easily cross cultural boundaries andbecome inappropriate. Be cautious with humor and ensure it is universally inoffensive.6. Appreciating Cultural Diversity: Celebrate the differences between cultures rather than focusing on commonalities. This approach can enrich your writing and provide a broader perspective.7. Researching Cultural Nuances: When writing about a culture not your own, conduct thorough research to understand the nuances and subtleties that might not be obvious to an outsider.8. Seeking Feedback: Have your work reviewed by individuals from the culture you are writing about. Their feedback can help you avoid cultural missteps and ensure authenticity.9. Reflecting on Personal Biases: Be aware of your own cultural biases and how they might influence your writing. Strive for objectivity and fairness in your portrayal of different cultures.10. Continuous Learning: Cultural awareness is not a one-time lesson but a continuous journey. Stay open to learning about different cultures and updating your knowledge as cultures evolve.By being mindful of these aspects, an English composition can not only be a medium for academic expression but also a bridge for cultural exchange and understanding.。
When contemplating cultural differences,one must first acknowledge the vast array of cultural practices,beliefs,and values that exist across the globe.These differences can be seen in various aspects of life,including language,religion,food,customs,and social norms.Language as a Cultural MarkerLanguage is a fundamental aspect of culture,serving as a means of communication and a repository of a societys history and traditions.The diversity of languages reflects the richness of human expression and thought.For example,the nuances of humor,idiomatic expressions,and proverbs are deeply rooted in the cultural context of a language.Religious and Spiritual BeliefsReligion plays a significant role in shaping cultural values and practices.Different religions have their own rituals,festivals,and moral codes,which can greatly influence the way people live and interact with one another.Understanding the religious beliefs of a culture can provide insight into the motivations and behaviors of its people.Culinary TraditionsFood is not just about sustenance it is a reflection of a cultures history,geography,and social structure.Each cuisine has its own unique ingredients,cooking techniques,and flavors that tell a story about the people who created it.For instance,the use of spices in Indian cuisine is tied to the countrys climate and history of trade.Customs and TraditionsCustoms and traditions are the practices and rituals that societies have developed over time.They can range from daily greetings and etiquette to life cycle events and national holidays.These practices are often passed down through generations and are a testament to the continuity of a culture.Social Norms and BehaviorsSocial norms dictate how individuals are expected to behave in various social situations. They can differ greatly from one culture to another,influencing everything from personal space to the way people express emotions.For example,in some cultures,direct eye contact is seen as a sign of respect,while in others,it may be considered confrontational or aggressive.The Importance of Cultural SensitivityIn our increasingly globalized world,it is crucial to develop cultural sensitivity and understanding.This involves being aware of and respectful towards the customs and values of different cultures.It also means being open to learning and adapting to newcultural contexts.Overcoming Cultural BarriersTo overcome cultural barriers,one must be willing to engage in openminded dialogue and seek to understand different perspectives.This can involve asking questions, listening actively,and being willing to challenge ones own assumptions.The Role of Education in Cultural UnderstandingEducation plays a vital role in fostering cultural understanding.By learning about different cultures,we can develop a broader perspective on the world and appreciate the diversity of human experiences.The Benefits of Cultural ExchangeCultural exchange enriches our lives by exposing us to new ideas,art,music,and ways of thinking.It can lead to personal growth and a deeper appreciation for the commonalities that unite us as human beings.In conclusion,cultural differences are a testament to the diversity of human experience. Embracing these differences and seeking to understand them can lead to a more inclusive and harmonious global society.。
Cultural Sensitivity in Voluntary Virtual Professional Development Communities Nick Bowskill, Sheffield University, United KingdomSteve McCarty, Kagawa Junior College, JapanRobert Luke, University of Lethbridge, CanadaKinshuk, Massey University, New ZealandKate Hand, CGI Information Systems and Management Consultants, Canada AbstractThis paper explores some of the issues in working across time and space boundaries for professional development of online educators. It focuses on voluntary aspects of professional development within the context of networked learning communities. It also places an emphasis on ways of respecting and acknowledging cultural and individual difference within such voluntary communities in ways that also respond to the wider needs of others in the community. A sampling of current practice in networked learning communities is offered as a backdrop to a more detailed review of our own collaborative practice and the development of the World Association for Online Education (WAOE) as one example of a virtual community. As a way of describing our design and response to cultural diversity that exists within our community each of us also offers our own individual 'story' of our involvement in the collaborative development process. This is offered to illustrate the way that our provision will function and also acknowledge ourselves as a sub-community seeking to research and understand our own collaborative practice.INTRODUCTIONThis paper considers professional development for the use of technology in teaching and learning. It considers the idea of professional development within a voluntary context. It offers a view of voluntarism as a specific self-directed approach to collaborative professional development that seeks to address the post-modern problem of disruption to careers and lives. This is a disruption that also fractures personal and social identity. We believe that voluntarism in online communities may offer a learning opportunity and a vehicle that might acknowledge and seek to understand and respect individual and cultural difference.At another level this paper is very much about a small group of highly distributed individuals who, having found each other on the Internet, developed a shared interest and need that resulted in a particular product: an online course design. This paper is therefore a witness and record of a 6-month period of collaboration using e-mail, MOO, and courseware tools. More importantly, it provides the perspectives ofthose involved by recording their experiences and observations. This use of a biographical approach is appropriate to the research of ourselves as a culturally diverse, self-directed and highly dispersed voluntary learning community.The paper begins with a sampling from current practice in the development and delivery of professional development communities in networked environments. This review is used to highlight the collaborative nature of much of this provision that in turnidentifies the ability to collaborate as a professional development need. More importantly, this review provides the context and background for a discussion of our own practice in seeking to develop our own online community for others interested in cross-cultural diversity within networked learning as well as ideas around voluntarism collaboration and self-direction in networked environments.Set against this background, a description of the work of the World Association for Online Education (WAOE) as a voluntary and virtual organisation interested in learning and technology is provided. The WAOE is a mutually supportive virtual organisation that seeks to promote and develop a cross-cultural view of learning within virtual environments. Respect and sensitivity to difference is at the heart of our activities in recognition of the highly distributed and optional nature of the membership.THE WORLD ASSOCIATION FOR ONLINE EDUCATION (WAOE)The WAOE is a non-profit public benefit corporation registered in the state of California. However, membership spans five continents without being dominated by any geographical region. The WAOE is mostly a virtual association serving the needs of academics and educators concerned with turning online education into a professional discipline. The WAOE focuses on combining dedication to online learning with social and cultural exchange. The objectives and purposes of the WAOE explicitly promote humanistic ethics and global collaboration in online education, specifically: (i) to maintain a global perspective as a world organisation, supporting multi-lingualism and multiculturalism in online education, preserving human rights to diversity and mutual respect despite differences, and encouraging intercultural sensitivity and world reconciliation through intercultural communication among global citizens,(ii) to be as inclusive as possible in scope, serving the aspirations of all members and working for equitable access to online education and to membership.For more information see: /indiv/s/seehaferj/waoe/bylaw.htm For the Online Educators Course design, recently piloted by WAOE members in four countries, a collegial virtual learning environment was sought where educators could learn from each other globally in mutual respect. Thus the Online Educators Course constitutes one manifestation of collaboration towards the WAOE's stated goals.REVIEW OF NETWORKED LEARNING COMMUNITIESThis section covers activities and resources that are provided in an open-ended form of provision. This form of networked professional development is made up of a fluctuating membership and one that is often composed of participants from all sectors of education. They may also involve students as well as staff. These communities are often working in online environments that offer a range of tools as well as offering events and other resources. Above all, they offer a sense of continuity or persistence beyond a single course.There are examples of online communities constructed within a single institution. One such example is at California State University where an online environment was set up to support collaboration between teaching staff, students andschools so that everyone could experiment and explore issues and needs together (Casey, 1997). This project ran for one year and was reported as successful with people sharing ideas and experiences freely. This kind of example hints at ways in which a cross-sectional audience of teachers, tutors and students might collaborate to explore different issues and opportunities. A similar example was set up at the University of Ohio that also involved scheduled weekly online meetings (Hall & Gathergood, 1996).There are other examples of online communities that are constructed and managed between different institutions. The TeleLearning Professional Development School in Canada is interesting for the way it works across institutional boundaries (Breuleux et al, 1998). It brings together Faculties of Education at different universities in an online learning community space. This inter-institutional community had different institutions taking different roles and responsibilities according to different areas of expertise.Other examples work across different sectors of education. An example here involved collaboration between the University of North Carolina and Maths school teachers elsewhere in that state seeking to develop innovative teaching practices and explore the outcomes together (Shotsberger & Spell, 1996). The TappedIN project (Schlager, 1999) also offers an online environment that combines both real-time, and asynchronous technologies, and includes the provision of online events and individual private spaces. These services are free of charge. In this instance the use of the online space is available to anyone from anywhere with an interest in education. The project has constructed its community from different sectors of education and brings together teachers in schools, tutors in higher education and colleges as well as management representatives. Roles and responsibilities for teaching and support are also shared amongst providers and members of the community space.Although communities take many forms they can usefully be divided into those with closed or limited participation and those operating an open-door policy. Of those allowing anyone to participate we begin to recognise the development of voluntarism in networked professional development. This is where people can be entirely flexible about their use of the facilities, make no reservations, pay no fees and participate at whatever level they wish anywhere they wish.The NetLinkS Project offered a range of resources, tools and events online and although some of these events were for a closed audience others were open to anyone interested or involved in the topics being explored (Levy et al, 1996). People participating in the list based discussions for instance were free to drop in and out of the activities as they wished and members were drawn from different countries and institutions. In an extension of this idea of voluntarism in online professional development we can also see evidence of it from the providers' perspective. The TappedIN example is interesting in the way that many of the online support staff are also volunteers marks this example out as distinctive in ways that will be discussed later below.At another level, course teams, support teams and service providers often recognise themselves as learning communities seeking to explore and understand their collaborative practices and using the network to provide for others and to support and research their own activities. Due to the number of tasks involved, online communities are nearly always managed by teams and these teams are often highly distributed. We might think of these teams as sub-communities of collaborative providers.The providers of the TappedIN service, for instance, are highly organised and have a duty rosta to provide online help and support for all visitors to the real-time environment. Each of these providers in turn has access to a set of resources to support them in guiding others including various guides and tutorials from a virtual vending machine and further support is offered to individuals involved in providing that support through virtual meetings.The LabNet Project offered a similar community-development idea but one focused upon those interested or involved in Maths and Science (Moscella and Di Mauro, 1995). This is an example of a highly distributed community operating at different levels. Each individual in the support team was involved in liaison with a local group of schools over the use of technology. Those involved in providing the support were themselves a learning community and very specific strategies were evolved for collaboratively sharing and reflecting on their support practice. Elsewhere, in an on-campus context, Sherry also recognises and highlights the learning opportunities for collaborative providers to work as a sub-community within an institution (Sherry, 1996).This sampling of current practice in networked professional development communities brings a number of aspects into view. First is the practice of working within a defined boundary in a communal manner as in the cases of intra-institutional communities. As an extension of this there are similar closed communities working across different sectors of education and between different institutions. There is increasing recognition that providers constitute sub-communities of learners and methods of researching their practice are being developed. Finally, there is an emerging trend of voluntarism in networked professional development. This means voluntary participation and voluntary support/provision. The WAOE, as a voluntary virtual self-help organisation are very much aware of this and we are seeking to develop methods of providing for others as well as ourselves whilst recognising the temporary nature of some people's involvement.From the examples above, it is reasonable to understand voluntary participation in networked professional development communities as one manifestation of self-directed learning within a community and as a response to the disruption of post-modernity. The WAOE recognises this potential for collaborative and individual self-direction in a voluntary professional development community. What follows is a review of our attempts to design a provision for others and an attempt to research our own collaborative experience in doing so. We use biographical methods as a research method for looking at our design practice to point to a sensitivity in researching a diverse group working voluntarily together. As a way of describing our design and response to cultural diversity that exists within our community each of us offers our own individual 'story' of our involvement in the collaborative development process. TOWARDS THE DEVELOPMENT OF AN ONLINE LEARNING COMMUNITYThe History / Context of the Development of the Course DesignWith a developing understanding of what it means to learn online, educators can more effectively use various technologies. The Online Educators Course design is a direct result of the WAOE’s efforts to meet members’ professional development needs in this area. For educators wishing to gain professional development experience in online learning, using the technology – learning online – is the best way to learn about its potential (Baird and Monson 1992, 69). The WAOE itself is an ongoing opportunityfor professional development; its membership comprises a resource of networked educators. Learning networks are an important part of ongoing professional development, allowing educators “to stay abreast of developments in the field and to gain access to peers and resources relevant to their work. Global learning networks composed of professionals from all parts of the world enrich the world’s knowledge, enabling those in the Third World to access information, peers, and expertise and facilitating two-way flows of information and ideas, rather than the one-way flow in which a foreign expert brings or transfers knowledge” (Harasim et al 1995, 245).The WAOE’s directive to acknowledge multiculturalism within globally distributed learning networks is an important step towards ensuring that there is a free flow and interchange of information regarding online learning, as “learning networks enable global collaborations. The opportunity for cross-cultural global contact can help to build mutual respect, trust, and the ability to work together” (Harasim et al 1995, 275). There is significant potential for online learning networks to effect broad, global changes in education. However, there are many issues related to the economics of access that can prevent citizens of developing nations from participating with parity in these kinds of learning network processes. It is true that “the nature of networking technologies tends to democratise participation and enable increased interaction among learners and their facilitators/ teachers. But the democratic potential of networks is not guaranteed” (Harasim et al 1995, 277), precisely because there are many nations, groups, and peoples who simply cannot afford the investment needed to get online and access these learning environments.A notable feature of online learning is that it allows for place-independent learning. The intellectual apparatus of education within the online setting can be constantly updated and adapted to the needs of a particular community, regardless of its geographic location. In fact, “learners find that the flexibility of the asynchronous and place-independent CMC [computer mediated communication] access offers a bridge between learning and its application, between theory and practice, between the‘school’ and the workplace” (Harasim et al 1995, 111). This interactive praxis of ongoing professional development creates a room for learning that is always open (provided there is access to appropriate technological resources). Sharing human resources ensures the success of collaborative learning in conjunction with physical infrastructure: “transfer, what we are trying to do with the technology of distance education, is not simply moving technology from one place to another. It is adapting the technology, the knowledge, to a different setting” (Holloway and Ohler 1991, 262). This is a key point for the Online Educators Course design. The adaptive pedagogy is the technology of learning itself – learning about learning online while cultivating the virtual community. Within online learning networks, “friendships are formed as the network becomes a ‘place’ to share insights and concerns, problems and solutions, enthusiasms and fears” (Harasim et al 1995, 32). This ‘place’ is the community of course participants, collapsing ‘place’ as a geographical location and creating an interactive pedagogy as a locus of educational identity formation. “Computer conferences should be thought of as spaces that can be shaped by topical structuring and sequencing to form an educational environment” (Harasim et al 1995, 139). It is this idea of space (worlds constructed in words within a text-based medium) that constitutes a challenge to centre-periphery models of intellectual exchange. Participant-learners construct the learning culture on an equal footing, and participate in creating the textual space where the interaction takes place in an open, active learning environment. Building a community in an open learning context fosters a self-reflexive posture of peer evaluation and cultural exploration. (Please seehttp://edtech.oulu.fi/t3/wp05/material/intro/p2.htm)The WAOE recognises that members work across cultural and physical borders, and this is reflected in the collaborative tutoring model. Collaborative tutoring is “active rather than passive learning,” (Harasim et al 1995, 275), and “is premised upon a learner-centered model that treats the learner as an active participant, interacting with others in the group” (ibid., 276). This breaks down traditional barriers to learning and communication, instead emphasising process over product, a continuous educational (re)definition that takes place in the Online Educators Course design. Global participation is invited in the Online Educators Course with a view to collapsing any centre-periphery power structure resulting from unequal access to computer technology. The course content is not based on information imparted from an assumed centre to a periphery, but rather from globally distributed educators themselves; that is, their collaboration in mutual respect is the focus of the course. There is never a static body of knowledge that must be “possessed” in order to pass the course, as the course participants constitute the material – a virtual reality in the sense that this material is not really material at all, but rather a fluid negotiation of identity (evaluation, formation, education) within the electronic infosphere. While the WAOE does not presuppose that online education is simply a good in itself, the Online Educators Course provides a vehicle to experiment with the technologies available and to assess their appropriateness in achieving pedagogical goals across cultures.The Course Design DetailsThe ability to work collaboratively is a key skill for networked teaching and learning (see for example, Sherry 1996; Tompkins 1997). In recognition of this need, the course design offers a collaborative, experiential approach to understanding and working in a dispersed teaching team. It is also an online apprenticeship, as learners experience the course to understand the content and structure before perhaps having an opportunity to apply their learning from the course in tutoring roles as they support another generation of learners.As learners, the participants proceed through the course and discuss concerns about online team teaching as well as completing related activities in each unit. Having completed the course, participants are invited to become part of the teaching team (subject to their having satisfied the assessment conditions) in order to teach what they have experienced to the next generation.The Course StructureThe course contains a set of 5 online units that model different online teaching and learning strategies along with a discussion space. During the 16-week course,real-time chat sessions are also held whenever required.Unit 1: Acclimatisation and introductionsUnit 2: Collaborative TutoringUnit 3: Reflecting Upon Real-Time SessionsUnit 4: Online Guest Expert/Case StudyUnit 5: From Learning to TeachingAssessmentParticipants are required to complete a written report discussing their experiences during the course and setting this experience in the context of their own working lives. This contribution is then made publicly available for all future generations of course participants in the Library of Experience. Participants must complete the activities and the reflective report before being eligible for consideration to join the tutoring team next time round.OURSELVES AS A LEARNING COMMUNITYIn this section, we review the process of collaborative design and pilot implementation as one record of how the product was developed amongst this highly distributed group and over a 6 month period of time. Following this is an attempt to reflect our own differences and learning goals as well as our individuality by offering a brief 'story' of the experience of working together on this voluntary project. In offering our stories we aim to exemplify the way that the course is intended to respond to cultural sensitivities in a voluntary online professional development context.THE DESIGN AND DEVELOPMENT PROCESSCourse DevelopmentThe course design has gone through a number of cycles of development and changes of online environment/location. An invitation was extended to members of the WAOE's Ring discussion list (board and committee members' list) along with a request for volunteers to role-play a sample unit.A core group of 5 members from California, Arizona, Canada, New Zealand and Japan role-played a chosen unit over a 4 week period. All participants successfully completed the unit activities and a resource-base was collaboratively developed as an outcome. Two real-time sessions were held one between participants in Canada, England and Japan and another between participants in California and England.Pilot Implementation/EnvironmentThe course was constructed on Blackboard (), which is an integrated courseware environment for hosting online courses. Blackboard was chosen for the WAOE Online Educators Course because “ is a FREE service that enables instructors to add an online component to their classes, or even host an entire course on the Web. Without knowing any HTML, you can quickly create your own CourseSite – a Web site that brings your learning materials, class discussions, and even tests online” (/Bb/index.html). Since the WAOE is a virtual organisation with limited resources, Blackboard was the most attractive alternative that would enable us to get the Online Educators Course up and running while at the same time eliminating the need to administer our own environment.Listed below is an overview of the implementation for the Online Educators Course that covers some basic features of the courseware:Figure 1: The WAOE Online Educators Course home pageResearching Our PracticeWe have used biographical methods for researching our collaborative design practice. This corresponds closely to the notional design of our online course in the way it invites participants to contextualise their course experience in their own lives to give it meaning for themselves and to contribute towards a developing understanding of our membership in a continuous fashion. To this end, we each provide a personal account of our experience in working as a group of volunteers trying to understand and explore our distributed design work.Course authors reflectionsIn this section each of the course constructors offers their own 'story' of their involvement in the same way that course participants would be invited to do likewise. We offer this as a record of our activity and involvement together on this voluntary project and as an illustration of how the concept of a 'Library of Experience' might evolve. To further indicate the 'Library' idea we also include the 'story' of one of those participating in the pilot implementation of the course to add an important voice to this collection. The views expressed are those of the individuals concerned and are not meant to reflect in any way the views of their institutions or local colleagues.Being part of a virtual voluntary self-help organisation: Nick Bowskill, England To paraphrase Virginia Woolf (1929), the WAOE has provided me with a room of my own in professional development terms. This is a very special virtual room or space in which to collaboratively design an online course as part of my own and other team members' professional development.I have worked in various teams developing open learning materials and online courses. The members of these teams were in different locations and the membership of the teams changed during the life of each project. It was this range of experience that generated my interest in professional development for tutoring teams supported by and concerned with the use of technology in teaching. I learned that each team experience is different in terms of the members of that team and their audience and context. More importantly, support for working in teams and appropriate professional development opportunities were only available from the experience of provision with little resource elsewhere. This highlighted the need to be self-motivated and self-directed in seeking to address my own professional development.Each of my collaborative tutoring experiences has been as part of a research project that once completed saw the team broken up. They were a series of temporary experiences. This has resulted in the loss of some of the developmental knowledge accrued as part of those projects. In addition, as each of my contracts has been short-term I became interested in the possibility of developing an online space for my own professional development and for those like me in temporary employment. The WAOE offers such a space as well as the possibility of some continuity of personal development in a lifelong learning model. Participating in this voluntary community provides me with accessible support from anywhere at any time.Co-developing a virtual course design therefore represents an opportunity to address my own professional development needs and interests as the team of volunteers discussed and constructed something meaningful to us all. At the same time, we aim to create an organisational and intercultural memory for all those involved as we address our own needs together and contribute personal reflections to an online Library of Experience that is available to others that may follow.Applying Experience of Collaborating Inter-culturally: Steve McCarty, Japan As can be seen with my life work online at: http://www.kagawa-jc.ac.jp/~steve_mc/epublist.html, I engage in specialised collaboration in Asian Studies and bilingualism internationally as well as nationally and locally in Japan, while my generalist aspirations to reconstitute Academia in cyberspace are reflected in the WAOE. This leaves little time for ongoing projects, but the groundwork by Nick Bowskill in the UK has made my participation in this whole project possible. As I begin to assist in the Global University System Asia-Pacific Framework (see http://www.kagawa-jc.ac.jp/~steve_mc/asia-pacific/), the Online Educators Course provides useful experience in collaborating inter-culturally towards a global virtual university.My experience elsewhere has shown that damage can be done on the intercultural frontier of distance education by unscrupulous e-mail marketing and persuasion techniques without reflection on the values being transmitted along with the technology. One widely touted Internet event based in California conflates knowledge with information commodified in the so-called education market. Non-native users of。