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Bruner (1960) believes that culture mediates a learner’s cognitive development as represented by three modes through which knowledge is acquired: enactive, iconic, and symbolic. In the enactive representation, an individual learns by doing and by recalling past events. Iconic representations are internally constructed through visualized and other sensory organizations. Symbolic representations are manifested through languages, both verbal and numerical. The learner’s social and cultural context, according to Bruner (1986, 1990), influences how, when, and what learning becomes knowledge. Cultural influences, however, are not necessarily conscious to the individual. Since an instructional designer’s knowledge of enactive, iconic, and symbolic representations may differ from that of the intended learner, Bruner recommends that all instruction begin with the learner’s experiences and contexts.
2002 summary of research on how diversity affects online learning, focusing especially on Hispanics. Includes differences in communication due to culture, including differences between different Hispanic populations (i.e., Mexico isn't the same as Guatemala). Also notes that Hispanics are often on the wrong side of the digital divide and may have less prior experience with technology, therefore exhibiting fewer characteristics of the net generation.
diversity FST instructionaldesign e-learning highered digitaldivide netgeneration communication
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