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Icons are small signs with fixed meanings. Icons are usually context specific. For example in the context of a hotel, the client can often find icons in hotel room books and safety guides. Scandic Hotel chain, for example, currently provides the manual for its safety system in 14 languages. There are at least two major shortcomings of this system: (1) in emergency or panic situations, it is very difficult to find your own language from the leaflet, and (2) there are no Asian languages. There is an obvious need for a global icon-based hotel safety language. In our paper, we introduce an icon-based model, language and mobile application for hotel safety.
Cross-cultural research projects are becoming a norm in our global world. More and more projects are being executed using teams from eastern and western cultures. Cultural competence might help project managers to achieve project goals and avoid potential risks in cross-cultural project environments and would also support them to promote creativity and motivation through flexible leadership. In our paper we introduce an idea for constructing an information system, a cross-cultural knowledge space, which could support cross-cultural communication, collaborative learning experiences and time-based project management functions. The case cultures in our project are Finnish and Japanese. The system can be used both in virtual and in physical spaces for example to clarify cultural business etiquette. The core of our system design will be based on cross-cultural ontology, and the system implementation on XML technologies. Our approach is a practical, step-by-step example of constructive research. In our paper we shortly describe Hofstede’s dimensions for assessing cultures as one example of a larger framework for our study. We also discuss the concept of time in cultural context.
Providing feedback to learners on their writing assignments is perhaps one of the most important and time-consuming tasks that a supervisor performs. In e-Education environments, giving feedback becomes more challenging because there are often no possibilities for face-to-face discussions with learners. Typically, a supervisor provides comments to learners in written form via email; however, the use of recorded audio feedback (RAF) in e-Education environments has become a viable alternative. The purpose of this case study was to examine learners’ perceptions of RAF and written feedback for their assignments at the University of Jyväskylä (Finland) and at Keio University SFC (Japan). Formative feedback was used to study RAF. Data were collected through surveys and interviews. The results show that learners tend to have positive feelings toward RAF. The findings also indicate that learners’ methods of revising their assignments based on the feedback they receive may impact their preference for one modality over the other. We introduce a process model based on the findings of our study that highlights RAF best practices and guides supervisors in effective use of RAF.
A sociotechnical system is a complex inter-relationship of people and technology, including hardware, software, data, physical and virtual surroundings, people, procedures, laws and regulations. An e-Education environment is a particularly complex example of a sociotechnical system that requires equal support for user needs and technological innovations. The challenge for eEducation environment development is that in addition to the producers, users, domain experts and software developers, pedagogical experts are also key stakeholders. In our paper, we discuss different meta-aspects and components of modelling e-Education ecosystems in multicultural contexts.
A sociotechnical system is a complex inter-relationship of people and technology, including hardware, software, data, physical and virtual surroundings, people, procedures, laws and regulations. An e-Education environment is a particularly complex example of a sociotechnical system that requires equal support for user needs and technological innovations. The challenge for eEducation environment development is that in addition to the producers, users, domain experts and software developers, pedagogical experts are also key stakeholders. In our paper, we discuss different meta-aspects and components of modelling e-Education ecosystems in multicultural contexts.