Conceptual Model of Generic Learning Design to Teach Cultural Artifacts in Computing Education: An Analysis Based on Akan Culture in Ghana

Conceptual Model of Generic Learning Design to Teach Cultural Artifacts in Computing Education: An Analysis Based on Akan Culture in Ghana

Ebenezer Anohah, Jarkko Suhonen
Copyright: © 2018 |Volume: 8 |Issue: 4 |Pages: 15
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781522545828|DOI: 10.4018/IJOPCD.2018100104
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MLA

Anohah, Ebenezer, and Jarkko Suhonen. "Conceptual Model of Generic Learning Design to Teach Cultural Artifacts in Computing Education: An Analysis Based on Akan Culture in Ghana." IJOPCD vol.8, no.4 2018: pp.50-64. http://doi.org/10.4018/IJOPCD.2018100104

APA

Anohah, E. & Suhonen, J. (2018). Conceptual Model of Generic Learning Design to Teach Cultural Artifacts in Computing Education: An Analysis Based on Akan Culture in Ghana. International Journal of Online Pedagogy and Course Design (IJOPCD), 8(4), 50-64. http://doi.org/10.4018/IJOPCD.2018100104

Chicago

Anohah, Ebenezer, and Jarkko Suhonen. "Conceptual Model of Generic Learning Design to Teach Cultural Artifacts in Computing Education: An Analysis Based on Akan Culture in Ghana," International Journal of Online Pedagogy and Course Design (IJOPCD) 8, no.4: 50-64. http://doi.org/10.4018/IJOPCD.2018100104

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Abstract

Cultural heritage can provide interesting aspects to computing education. For instance, conceptual understanding of learners can be supported by exemplifying computing concepts with cultural practices. If we are, however, to adapt an indigenously relevant curriculum, then we need to model a learning space that aligns with learners' background in underrepresented communities. In this article, the authors explored indigenously relevant learning space for computing studies in the context of Ghana. Altogether forty-one (41) computing educators completed a questionnaire and twenty-two (22) educators were interviewed using a semi-structured interview method. The authors also propose a conceptual model for designing culturally enriched learning environments. The main components of the model are indigenous learning resources, scaffolds and learning activities. Finally, they discuss what should be taken into consideration when cultural artifacts are used in computing education.

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