maomzm AND TESTING OF" : a * H A MODEL FOR THE ADAPTATION eFA LEARNING SYSTEM mom: 1 f AN AMERICAN CULTURE TO I A PHILIPPINE CULTURE Dissertatien for the Degree ‘of PILD,“ , MICHIGAN STAIE UNIVERSITY IACQUELIPIE EUGENE BLOI'NBIN 1974 ' 7 ' LIBRARY :\ 4 a -dtc , University This is to certify that the thesis entitled DEVELOPMENT AND TESTING OF A MODEL FOR THE ADAPTATION 0F A'LEARNING SYSTEM FROM AN AMERICAN CULTURE TO A PHILIPPINE CULTURE presented by Jacqueline Eugenie Blondin has been accepted towards fulfillment of the requirements for _m._D.__degree in ___Education Area of Instructional Development and Technology ' 9 9 Date Aprrl 2 , l 74 0-7639 ‘ FéIfi? 1" .' “hug“ . 2f g © 1974 JACQUELINE BUGENIE BLONDIN ALL RIGHTS RESERVED ABSTRACT DEVELOPMENT AND TESTING OF A MODEL FOR THE ADAPTATION OF A LEARNING SYSTEM FROM AN AMERICAN CULTURE TO A PHILIPPINE CULTURE By Jacqueline Eugenie Blondin The theoretical position of this study was that any learning system from one culture, in order to communicate effectively and re- tain its validated reliability when used in another culture, must first be culturally adapted. This position implied that cultural adaptation of learning materials cannot be left to chance or to the intuition of the adapter. This study developed a systematic model which could be used ef- fectively to adapt learning materials--visuals, narration and text-- from one culture to another culture. It also incorporated an empirical testing of the flowchart model by utilizing as the independent variable, a field tested American learning system, the Instructional Development Institute or 101. The decoding culture was the Filipino Culture. It was assumed that XCAM, the developed crosscultural model, would generate techniques: (I) to identify cultural values which are contained in learning system materials; (2) to delineate the necessary revisions or modification; (3) to assess the modified version of the learning system. Jacqueline Eugenie Blondin The present study used an analytical-empirical method based on systems approach. The 55 were drawn from the population known as per- sonnel of the Philippine Private Schools. The experimental treatments involved three separate field experiments preceded by a pilot study. Measurement of crosscultural adaptation outcome was considered a precondition to evaluation of the procedures used to effect the cross- cultural adaptation. A criterion crosscultural rating scale known as the XCA Rating Scale was designed and tested. It was administered for either the visuals, the narration or the text of the adapted modules and the measurement strategy employed was a repeated-measurement design. XCAM, the Crosscultural Adaptation Model, had four well-defined phases of action: (I) the Sine qua non Phase; (2) the Laboratory Phase; (3) the Diagnostic Phase; and (4) the Assessment Phase. Each phase or function revealed a certain number of interrelating sub-functions which bore a direct relation to the process of crosscultural adaptation. In the Laboratory Phase, the pilot group was administered the American version of the learning system. A repetition or replay of each module or activity of the IDI was conducted in order to effectuate a collective in-depth analysis of cultural conflicts contained either in the visuals, narration or texts. The priority for change was established and an adapted version of the IDI or Prototype 11 was produced. The original version of the IDI, or Prototype I, was administered to the control group in Angono. The two other groups, in Davao and Quezon City, participated in an IDI Prototype II version. The XCA Rat- ing Scale was administered after each modified module in each of the three field experiments. Moreover, extensive debriefing sessions Jacqueline Eugenie Blondin conducted by two Filipina sociologists furnished unobtrusive informa- tion which probably could not have been otherwise secured. The findings of data gathered from the XCA Rating Scale results. the participants' responses to open-ended questions, and the observa- tions of two Filipina sociologists based on the interviews and debrief- ings were analyzed and evaluated. The study measured in a two-way analysis of variance, the inter- action effects of the two independent variables--the IDI components and the cultural values contained in these components--and the depend- ent variable--the conflict identified between the cultural values of the cultures. The principle findings were: I. The attitude of 55, both between groups and within groups, was within the limits of the positive level, that is, in fav- or of local and national scenes in visuals, of Filipino ac- tors in narration, and of Filipino setting in text. 2. A significant difference was observed in some of the media such as narration and text. 3. There was interaction between the groups and the media condi- tion especially in narration and text. As far as this study is concerned, it is reasonable to infer that under conditions similar to those used, XCAM would be an accept- able tool for culturally adapting instructional materials of learning systems in order to lessen cultural shock from their use in another cul- ture. It was concluded that the extent of cultural conflicts created by Jacqueline Eugenie Blondin foreign learning materials imported in developing countries could be measured and that, when given the opportunity to choose between Ameri— can and Filipino cultural media, the Filipinos showed preference for Filipino visuals, narration and text. DEVELOPMENT AND TESTING OF A MODEL FOR THE ADAPTATION OF A LEARNING SYSTEM FROM AN AMERICAN CULTURE TO A PHILIPPINE CULTURE By Jacqueline Eugenie Blondin A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education Area of Instructional Development and Technology I974 Copyright by JACQUELINE EUGENIE BLONDIN 1974 This thesis is dedicated to the Filipino people whom I have adopted as my own people. ii ACKNOWLEDGMENTS The work of most consequence and importance for a doctoral can- didate is his dissertation. Not only does he write and defend it, but after conceiving a thought or idea which becomes the soul of his re- search, for long and strenuous months he nurtures it until it is con- verted into a reality. It becomes a part of himself; "c'est son oeuvre!" It would be unfair to many if I were to attribute to myself alone this achievement. The debt of gratitude I have contracted toward so many people will never be adequately repaid. To mention the vital role these friends have played is not only considered a duty, but at the same time a public recognition of their unselfish support and per- sonal contribution to the successful realization of this study. First, I wish to mention the people who were instruments in the experimental phase of the study: The Intramuros Pilot Group for their thorough analysis in the adaptation phase; The Administration, Teachers and Students of Las Pinas St. Joseph Academy for their participation in the Filipino version of the IDI Process; Mr. Romy Peralta and Mrs. Nancy Cua for their professional ser- vices as photographer and graphic artist; Mrs. Emmy Roa and Sr. Natividad Dacayanan for their objective and invaluable reports and debriefings; Sr. Edna Manlunas, Sr. Jeanne d'Arc Allary and Mr. Feliciano Jimenez for their valuable services as media specialists; Mrs. Carmen Mina, Miss Bonita Dabu, Sr. Digna Magtibay and Sr. Dina Ang for playing the role of referees so obligingly in the Objec- tive Marketplace game; The PACU, CEAP, MEC and ACSC organizations as well as the Depart— ment of Education and Culture for providing participants to the three Institutes; The participants in Angono, Quezon and Davao cities for their essential and appreciated evaluations; Mrs. Gloria Cristobal for the numerous hours spent either in typ- ing, answering calls or dealing with officials of different bureaus; Dr. Vicente de Vera for his full and inspiring support; The Intramuros Immaculate Conception Academy for the use of its facilities, equipment and for the innumerable accommodations and ser- vices from its directress, Sr. Jeanne d'Arc Allary; The Board of Directors of the Fund Assistance for Private Educa- tion (FAPE) for their financial support in the Philippines; The Ford Foundation, Dr. Richard Niehoff and Dean Ralph Smuckler for their assistance and financial support on behalf of Michigan State University. Mrs. Judy McCarty for her discreet help during the Institutes as well as in the early version of the manuscript; iv Dr. Curtis McCarty for his dedicated interest and commitment during the crucial hours of the experiment in the Philippines. To this, I wish to add a special recognition for the members of my committee to whom I am deeply indebted: Dr. Ruth Useem, whose experience as a sociologist and knowledge for the Philippine culture were most precious; Dr. Allan Abedor for his sound advice in the construction stage of the Model as well as his eval- uation of the final analysis; Dr. Curtis McCarty for his constructive criticisms and untiring help; and finally, Dr. Charles F. Schuller, my advisor, for his unshakable faith in me and his invaluable and patient assistance. Their friendship has been most appreciated and inspiring. To this long list, a name is missing: my religious family, the Missionary Sisters of the Immaculate Conception. I have singled out two persons: Sr. Madeleine Loranger, Superior General and Sr. Guadalupe Sempio, Provincial Superior for the Philippines. To them and to all those who have shared their love with me by making this work possible, I say the word that expresses all gratitude: THANK YOU! TABLE OF CONTENTS Page LIST OF TABLES ................... . ..... ix LIST OF FIGURES . . . . ........... . ........ x Chapter I. RATIONALE ....................... l Organization of the Thesis ....... . ..... , 3 Definition of Terms . . . . . . . . . . . . . . . . . 4 Purpose of the Study ................. 8 Assumptions . ............ . ....... l0 Methodology of the Study ............... lo Limitation of the Stuoy ............... 13 Importance of the Study ............... l5 II. REVIEW OF RELEVANT LITERATURE ............. l7 Crosscultural Education ......... . . . . , . l7 The Problem ..................... 2 Crosscultural Communication ............. 2 III. SYNTHESIS OF XCAM MODEL ................ 26 XCAM Characteristics ................. 26 Variables and Hypotheses ............... 27 The Sample ...................... 28 Treatment Design ................... 29 XCAM Synthesis .................... 3l XCAM Sine Qua Non Phase ............... 32 The Worldview - Ways of Perceiving the World . . . . 32 Ways of Thinking - Cognitive Process ....... . 37 The Linguistic Form - Ways of Expressing Ideas . . .. 39 The Behavioral Pattern - Ways of Acting ...... 40 The Media - Ways of Channeling the Message ..... 42 The Social Structure - Ways of Interacting ..... 44 The Motivational Dimension - Ways of Deciding . . . 47 vi Chapter IV. V. VI. Measuring Instrument ................. Chapter Summary ................... TESTING THE CROSSCULTURAL ADAPTATION MODEL (XCAM) Identify Learning System - Prototype I ..... , . . XCAM Laboratory Phase ................ Select Pilot Group ................. Conduct Debriefing - Identify Criteria for Change Administer Prototype I to Pilot Group ....... Identify Cultural Conflicts and Determine Priorities for Change .................... Develop Tentative Adapted Version ......... Evaluation of Adapted Version ........... XCAM Diagnostic Phase ................ Identify Sample . . . . . . . . . . . . . . . . . . Administer Prototype I to Control Group . . . . . . Administer XCA Rating Scale .......... . . Develop and Conduct Debriefings .......... Testing Prototype II with Experimental Groups . . . Summary ....................... ANALYSIS OF RESULTS AND FINDINGS ............ Perception of Respondents ............. Participants' Reactions as Recorded by Sociologists The Worldview - Ways of Perceiving the World . . . . Ways of Thinking - Cognitive Process ........ The Linguistic Form - Ways of Expressing Ideas . . . The Behavioral Pattern ~ Ways of Acting ...... The Media - Ways of Channeling the Message ..... The Social Structure - Ways of Interacting . . . . . The Motivational Dimension - Ways of Deciding Testing the Hypotheses ................ Summary ....................... SUMMARY, DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS . . Summary of the Study ................. Discussion ...................... Testing the Hypotheses ................ Conclusions ............ . ........ Heuristics ...................... vii Page Chapter Page Recommendations for Further Research ......... 92 Research Relating to XCAM ............. 92 Research Relating to XCA Rating Scale ....... 94 Application of XCAM to Other Cultures ....... 94 Concluding Remarks .................. 95 BIBLIOGRAPHY .......................... 96 APPENDICES ........................... 101 A. PHILIPPINE MAP .................... lOl B. XCA RATING SCALE ................... l02 C. SAMPLES 0R ORIGINAL AND REVISED VISUALS ........ l06 D. ORIGINAL AND REVISED TEXT 0R INNOVATION/INTERACTION GAME ........................ lll E. DISTRIBUTION OF PARTICIPANTS ............. 126 F. DETAILED SCHEDULE ................... l27 G. SYNOPSIS 0F IDI FILMS ................. l4l viii Table poem TO. IT. 12. 13. l4. l5. LIST OF TABLES Page Sample design .................. . . . . 29 Repeated-measurement design ............... 3l Identification of respondents by role .......... 6l Preference on rating Scale for Filipino local scenes in visuals ..................... . . . 62 Preference on rating scale for Filipino national scenes in visuals ...................... 64 Preference on rating scale for international scenes in visuals ........................ 64 Preference on rating scale for American scenes in visuals ........................ 66 Preference on rating scale for Filipino actors in audio . 67 Preference on rating scale for Filipino delivery in narration ....................... 67 Preference on rating scale for a Filipino narrator . . . 7O Preference on rating scale for a Filipina narrator . . . 72 Preference on Preference on rating scale rating scale for Filipino setting in text . 72 for American or international setting in text ............... . . . . . 74 Anova of media conditions ................ 81 Mean values of all groups across XCA rating scale items . 82 ix LIST OF FIGURES Figure l. IDI model ........... . ........... 2. Model for producing a model .............. 3. MASXCAM (Master Model for producing XCAM) ....... 4. Dimensions of crosscultural communication ....... 5a. XCAM Phase I: Sine qua non phase ........... 5b. XCAM Phase II: Laboratory phase ........... 5c. XCAM Phase III: Diagnostic phase ........... 5d. XCAM Phase IV Assessment phase ........... 6. Preference for Filipino local scenes in visuals . . . 7. Preference for Filipino national scenes in visuals 8. Preference for international scenes in visuals 9. Preference for American scenes in visuals ....... lO. Preference for Filipino actors in audio ........ ll. Preference for Filipino delivery in narration ..... l2. Preference for a Filipino narrator ........ . . l3. Preference for a Filipina narrator ..... . . . . . l4. Preference for Filipino setting in text ........ 15. Preference for American and international setting in text ........................ l6. Mean values of all groups across XCA rating scale items ........................ 73 82 CHAPTER I RATIONALE Educators in formerly colonial countries such as the Philippines deplore the dearth of instructional materials developed for and by their own people. In fact, for the past six decades or so, Filipino educators and students have had to resort, for the greater part of their instruc- tional materials, to American educational films, visuals and texts. This Philippine utilization of American learning materials is a normal offshoot of nearly fifty years of American occupancy. Upon tak- ing over the country at the turn of the century, Americans quickly iden- tified the people's low literacy level and at once organized universal elementary education. In these years, few colonial countries, if any, cared to develop and promote national identity within their colonies. Accordingly, with universal education, Filipinos were given American texts and visuals as well as the American organizational system of edu- cation.1 When, in l946, Filipinos were granted their independence by Amer- ica, the English language was spoken from Aparri to Jolo, i.e., from north to south of the Islands. Gradually, the Filipino found himself 1The Educational Act of 1901 (Act no. 74 of the Philippine Com— mission) has provided the present public school system patterned upon the United States public school system. struggling to recover his own national identity and language. After much controversy, "Pilipino" was finally adopted in June, 1940, as the official national language; English remained the official medium of in- struction in secondary schools, colleges, and universities. "Pilipino” is a mixture of the main Filipino language based on Tagalog, the lan- guage of the Manila region. Though the Philippines is the third largest English-speaking country in the world,2 one point has some significance here. Different studies made upon the relative effectiveness of Pilipino and English as media of instruction, have furnished among others, the following re- sults: l. that Pilipino, as a medium of instruction is better than EnglishBin all subjects and in all grades tested (grades III IV, V ; 2. that experimental groups - using Pilipino or vernacular were superior to control groups - using English - in subjects such as Arithmetic, Reading and Social Studies;4 3. that students in both Grades V and VI showed better perfor- mance in Pilipino than in English. 2Carmen Guerrero Nakpil, A Question of Identity (Manila: Vessel Books, l973). 3Philippine Bureau of Public Schools, "The Relative Effective- ness of Pilipino and of English as Media of Instruction in Grades III, IV, and V." Abstract in Asian Study on Curriculum (Vol. III, l970), pp. 224-5. ’ 4Philippine Bureau of Public Schools, "Comparative Difficulty of Learning to Read and to Write in Pilipino and in English." Abstract in Asian Studygin Curriculum (Vol. III, 1970), p. 233. 5Philippine Bureau of Public Schools, "A Study of the Compara- tive Efficacy of the Vernacular, of Pilipino, and of English as Tools, of Learning." Abstract in Asian Study in Curriculum (Vol. III, 1970), p. 234. It is true that these studies were performed on elementary school students who were less fluent in English than secondary, colle- giate and graduate students. Nevertheless, these studies demonstrated that while English is widely used in the country, the message transmit- ted by these foreign instructional texts, visuals and other materials, is subject to misunderstanding or distortion. In other words, as Burger6 indicates in a similar situation, "there can be no individual learning without cultural change." The theoretical position of this study is that any learning sys- tem from one culture, in order to communicate effectively and retain its validated reliability when used in another culture, must first be cul- turally adapted. This position implies that cultural adaptation of learning materials cannot be left to chance or to the intuition of the adapter and, consequently, that validated and experimental procedures have to be developed in order to render these_learning materials cultur- ally suitable or appropriate. Organization of the Thesis In the present chapter, the organization of the thesis, its pur— pose and methodology are outlined. Limitations and assumptions are de- lineated and key terms are defined. In Chapter II, literature relevant to the exploratory stage of the study is reviewed. 6Henry G. Burger, Ethno-Pedagogy: A Manual in Cultural Sensi- tivity With Techniques for Improving,Cross-Cultural Teaching'by Fitting Into Patterns (Albuquerque, New Mexico: Southwestern Cooperative EdUca- tional Laboratory, Inc., 1968), p. 33. In Chapter III, XCAM, the Crosscultural Model is developed and the synthesis which enables the sine qua non phase as well as the other stages of the model are presented. In Chapter IV, the laboratory phase of XCAM is reviewed, the adapted version of the learning system, or Prototype II version, pro- duced and the description of the diagnostic or experimental phase of XCAM is outlined. In Chapter V, the results of the three field tests and the ex- perimental data are reported and analyzed. In Chapter VI, the major findings of the study are summarized, conclusions drawn and recommendations for further research presented. Definition of Terms A number of terms used in this study require specific defini~ tion. Culture A number of anthropologists and sociologists have defined cul- ture. Some told us what it is not: it is not individual, universal, unique, intolerant.7 Others have told us that culture is learned, cul- ture is adaptive, culture is social, culture is interactive.8 The Useems provide a concise affirmative definition: "culture is the 7Burger, Ethno-Pedagogy, p. 33. 8George Peter Murdock, "The Cross-Cultural Survey," Readin in Cross-Cultural Methodology, ed. by Frank W. Moore (New Haven: HRAF Press, l96l). learned and shared behavior of a community of interacting human beings.9 This investigator agrees with Sitaram that "culture is the sum of total learned behaviors of a group of people in a geographical area. These behaviors are generally considered to be the tradition of that people and are transmitted from generation to generation."10 Adaptation This is the result of the process by which a learning system from one culture is modified so as to suit cultural conditions of an— other culture. Cultural Values Cultural values are convictions shared by people in a given cul- ture or subculture about the things they consider good, important or beautiful. In other words, cultural values are desirable characteris- tics or criteria of preference. Cultural Conflict A cultural conflict occurs when a message transmitted by the en- coder, either in form of text, narration or visual, does not agree with the cultural values of the decoder. 9John Useem and Ruth Hill Useem, "Men in the Middle of the Third Culture: the Role of American and Non-Western People in Cross-Cultural Administration," Human Organization, XXII (1963), p. l70. 10K. S. Sitaram, "What Is Intercultural Communication?" Inter- cultural Communication: a Reader, ed. by Larry A. Samovar and Richard E. Porter (Belmont, California: Wadsworth Publishing Co., Inc., 1972), p. 19. Microculture and Macroculture Microculture refers to the numerous subcultures which would exist within a large grouping or the macroculture. (In the Philippines, the Cebuanos, Ilongos, Ilocanos, are all microcultures of the larger group, or macroculture, the Filipinos. They form a mosaic of infinite differences under the same flag and obeying the same government. Cultural Patterns These are a general or regular and unconscious way of thinking and doing, a kind of an abstract portrait of the studied culture. Communication Communication is the process by which an idea or a message is transmitted or transferred from a source (encoder or sender) to a re- ceiver (decoder or respondent). RogersH tells us that the purpose of the communication is "to bring about certain desired effects on the part of the receiver. These effects may consist of an alteration in the receiver's knowledge of some idea, a change in his attitude toward the idea, or a change in his overt behavior." Intercultural or Crosscultural Communication This is the communication that crosses geographical and national boundaries and which takes into account the interaction between members of different cultures.12 nEverett Rogers, Communication Strategies for Family Planning, (New York: Free Press, 1973), p. l. 12Sitaram, "Intercultural Communication," pp. 18-23. XCAM XCAM is an acronym for Cross Cultural Adaptation Model. MASXCAM MASXCAM is an acronym for the Master Model used to produce XCAM. Prototype In this study, prototype refers to the two different versions of the learning system. Prototype I is the original, or American ver- sion of the IDI. Prototype II is the version in which some of the com- ponents or modules have been adapted to the new culture. Debriefing Debriefing in XCAM refers to face-to-face interactions between the sociologist or the researcher and the sample subjects in order to identify or obtain more information about the cultural conflicts exper- ienced during the administration of the experimental components of the learning system. System Kaufman13 defines system as the ”sum of parts working indepen- dently and working together to achieve results of outcomes, based on needs." Learning_System In this study, the learning system used as the independent vari- able is the IDI. As a learning system, it is the sum of an arrangement 13Roger A. Kaufman, Educational System Planning (Englewood Cliffs, N.J.: Prentice-Hall, Inc., T972), p. l. of discussions, games, simulations, texts, visuals, and narrations, all related to one another in order to achieve on the part of the learner a performance response which leads to a systematic answer to his needs. IDI and Instructional Devélopment System The IDI is not only a learning system, but it is also an In- structional Development system. It is a systematic process which aims, through the application of the systems approach, at developing feasible solutions to identified teaching or learning problems.14 The IDI involves the careful analysis and identification of what the problem is, the formulation of specific objectives, assessment of management re- quirements, the development, testing and selection among viable alternative solutions, tryout, revision and retesting, and con- tinuing evaluation of the system as a whole as well as appraisal of its components. In summary, the IDI teaches a nine step decision-making proce- dure following what is called the IDI model as shown in Figure 1. Purpose of the Study This study developed a systematic model which could be used ef- fectively to adapt learning materials from one culture to another. In 14Walter A. Wittich and Charles F. Schuller, Instructional Technology: Its Nature and Use, 5th ed. (New York, N.Y.: Harper & Row, Publishers, Inc., 1973), p. 63l. 15John L. Martinson, ed., "The National Special Media Institutes,” Media Manpgwer for the 70's: II - A Report of the Leadership Training Institute (Menlo Park: California: Media Manpower, 1971). .A_~mp .HoHuz .mmbsuwbmcw peasao_~>mm,_acoepu=LCm=HV Paco: HoH u moszczome, mama m "w < cowumapm>m cowumzpm>m 3wp>wm magnum: bum_Pou . $3333 A “so?“ 3:28 I mpuxomm mupzmmm moazuopoga \ucwEwFQEH m w~xpmc< m amok N mpmwewums cowpmapm>m m_voz m—mvgmume copuuzgumcm Aomv mcwpamcu .ul. pmcomuuagumcH mcwcgmmA Aoahv PmcwELmh Ill mmaxuouoga mvocumz mw>wpumnno puaapmcoo m swwumam m xtwbcwuH a mmogzommg Eanoea mumpm . . . . mxmmp mcowuwvcou smwpamumm 85.63 memo: 332 II. pawEmmmcmz mcwuumm EmFQoea mecmmgo m mech< N xw_pcmuH — .p mesmwd mh<34<>m HHH a04m>mo HH mszmo l0 this case, the encoding and decoding cultures were the American and Philippine cultures. This study also incorporated an empirical test- ing of the flowchart model by utilizing as the independent variable a field tested American learning system. More Specifically, the purpose of this study was to develop and test crosscultural adaptation procedures by which an American in- structional learning system composed of visuals, narrations and texts, could be culturally adapted and effectively used thereafter by Filipi- DOS. Assumptions It was assumed that the crosscultural model developed in this study would generate techniques: (1) to identify cultural values which are contained in the text, narration or visual components or modules of the given learning system; (2) to delineate the necessary revisions or modifications; and (3) to assess the adapted or modified version of these text, narration or visual elements. Methodology of the Study The crosscultural adaptation model developed in this study was designed for and tested with the text, narration and visual components of five out of twenty-three modules of a learning system known as the Instructional Development Institute or IDI. The IDI learning system was selected for three reasons: (l) it had been developed in the United States and for American school personnel; (2) it contained the different essential media components to be tested, i.e., texts, 11 narrations and visuals; (3) it had been tested and validated with Amer- ican school personnel. Moreover, in order to insure that this American learning system was properly administered, an expert from the UCIDT16 was used as a monitor for the conduct of the IDI during the experiment. The present study used an analytic-empirical method based on 17 says that the systems approach follows "a systems approach. Hamreus general strategy . . . an approach which has been empirically derived" and that what if "offers in progressing toward a problem solution is analytical planning of control methods." Thus, in Phase I of the development of XCAM, a Master Model based on four basic techniques of systems approach was designed. These techniques-~analysis, synthesis, modeling and simulation--introduced by Silvern18 under the term of anasynthesis, are shown in his generalized model in Figure 2. Consequently, when parts, functions and processes were organized and combined to produce XCAM, the Crosscultural Adaptation Model, the systems approach techniques came into play: (1) analysis - the process 16The UCIDT (University Consortium of Instructional Development and Technology) consists of the Departments of Instructional Development and Technology at Michigan State University, where the national office is located, Syracuse University, the U.S. International University, San Diego, the University of Southern California and Indiana University. 17Dale G. Hamreus, "The Systems Approach to Instructional Devel- opment," The Cognitive Domain (Washington, D.C.: Gryphon House, 1972), p. 3. L. C. Silvern, Systems Engineering of Education I: The Evolu- tion of Systems Thinking in Education (Los Angeles: Education and Training Consultants, Co., 1965). 12 .AmomF .:Lm>_wmv choe m mcwuzuoea Lo; _mcoz .N mesmrd .w ilvfl o.m N.m «NoNam H-N-M mcowuapom _mez 3333.. T $5222 Ammo: zo_cm magma mamapm>w cam mmmmm< www4 mem \m~»Fm:< mcwsmxm _ r .nlsmooz emme onH<3HHm m~>4m 13 which was performed on existing information to assess the actual needs and identify the problem; (2) synthesis - where collected information was combined into a new meaningful whole represented by XCAM; (3) mggel; ing_- the technique by which the parts of the cultural adaptation pro- cess were organized, combined and represented into a Simplified flow- chart form; and (4) simulation - where XCAM was tested or data were processed through the model. According to Ryan,19 the "conceptualization of a model, in and of itself, does not insure high fidelity in design. Testing the model or processing data through the model will make possible debugging of a system before full-scale operation is launched." The testing of XCAM or processing of collected data through it was considered a fundamental part of the study. The Master Model used to produce and test XCAM is shown in Fig- ure 3. It is called MASCAM or Master Model to produce a Crosscultural Adaptation Model. Limitation of the Study Limitations in this study had to do with the amount of time and the available budget. With a restricted amount of money and as little as one month to realize the adaptation of the IDI content materials, only five modules of the IDI were modified. These modules demonstrated the greatest cultural conflict as indicated by procedures in the model. 19T. Antoinette Ryan, "Educational Management by Systems Techa niques in Correctional Institutions," The Educational Technology Review Series, Number Three, ed. by Leonard C. Silvern (Englewood Cliffs, New Jersey: Educational Technology Publications, 1973), p. 79. 14 .Azm omega o F _ . mapsmom F~0wumwumpm V Cchqmem< N._ mgapmgmpwg . 3ow>mm sumo: zo 2 . . :0 c 35 :5 35 3:0. _ Pm “an? we.“ _ choz .11 quoz I. mmmzm 11 HH , omega mcwsmxm magma mpszm>m oppmmmxmwa mwnumwmmm xgonmmmnmA onH<2h~m m~>4m 15 Also, the major purpose of the study was to determine the cultural adaptability of the learning system. As such, learning variables were not experimentally dealt with because of the confounding effect in the possible interraction with culture variables. There was also the dan- ger of overtesting which would have had an adverse effect upon the sub- jects. Importance of the Study Burger proposes that there "can be no individual learning with- out a cultural change."20 And, further, he warns that "a violation by one culture of the values of another culture causes considerable shock."21 Even though, there was, for most of the time, no other alter- native than to depend on what already existed in developed countries, one may consider, while pondering on Burger's thesis, the excessive dam- age done by nonculturally adapted learning systems or materials when distributed to different cultures. This research is a commitment to the educational development of countries struggling hard to identify and keep their own identity. This study is also a tangible proof of interest on the part of a more industrialized country for less fortunate ones. This time this interest cannot be tagged as exporting one's way of life nor institu- tions; learning systems or materials passing through XCAM modification process bear the local color and speak the language of the new culture. 20Burger, Ethno-Pedagogy, p. 33. 21112111.. p. 164. 16 As far as the researcher knows, this crosscultural adaptation model is an innovation. It has potential to develop better communica- tion between different cultures. It is intended to apply not only to fully developed "systems" as such, but also to any instructional mater- ials as textbooks, films and others. Finally, Southeast Asian countries are currently engaged in de- veloping new programs. This study should help to bridge the communica- tion gap that exists between the Far East and the Western World in giv- ing these people from the Orient an opportunity to use, after proper adaptation, the learning systems already existing and which have been proven to be effective. It is an expression of good will. CHAPTER II REVIEW OF RELEVANT LITERATURE Crosscultural Education Crosscultural educational research, in general, has concentrated on the attitude of the individual in the process of adaptation. With the great number of people crossing their own national borders in order to study, researchers have been concerned with identifying those for- eigners "most in need of instruction or orientation and to determine what the content of instructional and orientation programs should be."22 In this respect, faculty members of institutes for international studies have been trying to solve the difficulties they observe in for- eign students who have come to their countries. These difficulties are numerous and one reason is that in an international educational project, no student is or remains fully typical and representative of the cul- tural pattern from which he comes. Encounters with the visited culture, as seen in these centers, tend to accentuate the cultural deviations the visiting students are exposed to. In a similar way, Upshur says: experience, especially that with foreign students in the United States, has Shown that measures of language ability alone have lim- ited power to predict who will be able to function effectively in 22J. A. Upshur, "Cross-Cultural Testing: What to Test," Lan- guage Learning, XVI (1966), 183. 17 18 the new linguistic and cultural environment. It has become a cliche to observe that some foreign student is performing poorly because he is suffering from cultural shock. . . . They likewise suffer from too little information that specifies which aspects of the new culture are not understood by the partici- pants. In order to alleviate this situation, researchers such as 24 25 and Lado,26 have been concerned with the need Upshur, Seelye, for crosscultural tests which would rank people according to either how much their preconceptions have changed or to their ability to use and interpret the patterns of the foreign culture or even, to determine more or less the level of crosscultural awareness they have attained. In other words, these researchers wish that there were instruments to investigate the variability of cultural patterns carried by individuals. 23Upshur, "What to Test," p. 183. 241m. 25H. Ned Seelye, "Field Notes on Cross-Cultural Testing," Language Learning, XVI (1966), 77-85. 26Robert Lado, Language Testing (London: Longmans, l96l). 19 28 Others like Guthrie,27 Yousef, Strodbeck,29 Frijda and Jahoda,30 Niehoff,3] whiting,32 place their interests on the crosscul- tural individual, his attitude or change of attitude, and the adapta- tion of programs designed for foreign students. AS far as the re- searcher knows, there is no mention nor does there exist any pattern or model one could follow for systematically adapting visuals, audio and texts of one culture when intended to be used in another culture. In crosscultural education, Burger has taken a further step than the previous authors. He advocates biculturism and proposes meth- ods "whereby several cultures may be reconciled with mutual changes, instead of the minority groups becoming a pale imitation of the domi- nant culture."33 In his Ethno-Pedagogy, he writes that: 27George M. Guthrie, The East and the West (Ruthland, Vermont: Charles E. Tuttle Co. Pub., 1964). 28Fathis S. Yousef, "Cross-Cultural Testing: An Aspect of the Resistance Reaction," Language Learning, XVIII, No. 3 and 4 (1968), 227- 34. 29N. Frijda and G. Jahoda, "On the Scope and Methods of Cross- Cultural Research," International Journal of Psychology, I (1966), 110— 27. 30F. Strodbeck, "Considerations of Meta-Method in Cross-Cultural Studies," American Anthropologist, LXVI (1964), 223-9. 3IArthur Niehoff, "Positive, Negative and Neutral Factors: The Process of Cross-Cultural Research," International Development Review, VI n.d. , 5-11. 32a. w. M. Whiting, "The Cross-Cultural Method," Handbook of Social Psychology, Vol. 1, ed. by G. Lindsey (Reading, Mass.: Addison- Wesley, Pub. Co., 1954). 33Burger, Ethno-Pedagogy, p. 73. 20 when one culture uses its norms and stimuli on a child from another culture, it criticizes inappropriate responses. . . . one society should not try to force its beliefs different from one another. For each has found a way of life without the other and has survived to be acknowledged as a culture. . . . In sum, crosscultural edu- cation is a problem not only in learning, but also in cultural change, and teaching methods designed for one system can indeed be modified profitably for intercultural teaching. 4 On the other hand, Upshur declares that there is a need for de- veloping "measures of nonlinguistic communication and interaction and a need for a theory of the processes underlying effective communication in a foreign culture."35 The Problem In the previous chapter, it was pointed out that the message transmitted by a learning system, when used in a foreign culture, runs the risk of being misunderstood or distorted. The content of educa- tional materials of learning systems is intended to communicate a mes- sage to the respondent or learner. In this communication act, when the source and the receiver are from different cultures, a message distor- tion occurs on account of the inevitable barriers the decoder has to overcome in order to get the meaning of the message. In this study, the decoder is Filipino. He can speak and read the language and communicates in English with his peers. However, it has been observed that the message transmitted within the content of the instructional materials seems quite often to create confusion in 34Burger, Ethno-Pedagogy, p. 45. 35 Upshur, "What to Test," p. 196. 21 the mind of the respondent even though it is expressed in a language known to him. There exists a conflict, not only a communication con- flict but also a cultural one. And, when the learning system is from an American culture, the foreign instructional material content seems to be in discordance with the traditional Filipino cultural patterns. The problem, as can be seen, is not only an instructional prob- lem but also one of crosscultural communication, and the reason seems to be found in the writings of Berlo:36 Communication does not consist of the transmission of meaning. Meanings are not transmitted, nor transferrable. Only messages are transmittable, and the meanings are not in the message, they are in the message user. The message user, the Filipino, possesses cultural values which are different from those of the transmitter, the American. In other words, the symbols that form the message do not, in many instances, have the same or similar meanings for the user, the Filipino. Crosscultural Communication Communication, therefore, fails in many instances because the American and the Filipino are culturally different: they do not share the same learned behaviors, the same experiences. Values, beliefs, at- titudes which have been transmitted from generation to generation are based on a different scale of social perceptions. Porter is convinced that barriers to communication caused by the perceptual variance "can best be lowered by a knowledge and understanding of cultural factors 36David K. Berlo, The Process of Communication (New York: Holt, Rinehart and Winston, 1960): p. 125. 22 37 He cites eight of these cultural fac- that are subject to variance." tors which he calls variables: (1) attitudes, (2) social organization, (3) patterns of thought, (4) roles and role prescriptions, (5) language, (6) use and organization of space, (7) time and conceptualization, and (8) nonverbal expression.38 39 identifies perception variables as crosscultural Hesselgrave communication dimensions. In his system, he proposes that messages sent by an encoder to a decoder either in the form of visual, narration or text, Should be filtered through the cultural grid of these dimen- sions which he numbers to seven (See Figure 4). Both authors hold that these variables overlap and interact with one another; they interpenetrate and these classifications have been made for heuristic purposes only. The greater the difference there is between two social groups or cultures, the more reason for the adapter to see through the de- coder's viewpoint or to crossculturally adapt the encoder's message. This crosscultural adaptation requires the internalization of the de- coder's "way of viewing the world, his way of thinking, his way of ex- pressing himself in language, his way of acting, the media he utilizes, 37Richard E. Porter, "An Overview of Intercultural Communica- tion," Intercultural Communication: A Reader, ed. by Larry A. Samovar and Richard E. Porter (Belmont, California: Wadsworth Pub. Co., Inc., 1972 , p. 5. 38mm. 39David J. Hesselgrave, "Dimensions of Crosscultural Communica- tion," Practical Anthropology, XIX, No. l (1972), l-12. 23 .AmmmF .m>mem~mmmm=v cowumuwczssou Foesppaummoeo to mcovmcmewo .q mgzmwm 8 O W IR” @5398 mo 93: 1 5355.5 38.53.50: 9: W “H! 3... . 3 3 3 3 IIIU @5023... US $33 . Esuuzfim 2.88 .2: 3 S 3 IIlI|1|||1|11|1||111|HI N N S U 3332 m5 mew—mazes”. mo mam: . Sum: 9: S d 0 UV 3 3 0 flu .S ilnnnn mcwpu< mo mxmz . cewgumm Fmgow>mcmm one Q. N 3 H1 0 0 O O V gmmméxm to $33 u .56... 3339.5 2:. V n G G a: D H 9.55.: we $33 1 $80.... 2.5.258 m5 9 N 8 HI 3 3 I. A III n. 1111111111, upgoz esp mcw>wmuemm to mAmz . 3mw>upeoz mg» as a S mm2h4291omqu > mmzkgou x mmDHADU 24 his way of interacting with his fellowmen and his way of deciding fu- ture courses of action.40 The encoder in interpreting these variables must be cautious of a tendency to use his own group or his own cultural patterns as standard of his judgment. Too often when comparing cultures the West- erner uses as a measuring stick, the similarity or dissonance of the other social group with his. Therefore, the adapter should make it a point first to study the encoder's culture, attitudes and patterns; then develop a very thorough background of knowledge of the decoder's culture, putting in- to practice Nehru's word: to seek to understand a people, one should put himself, as far as he can, in that particular and cultural back- ground. 4] says that information gathered about the language, the Barna behavior and attitude patterns of another culture from whatever source available is seldom sufficient and may or may not be helpful unless the researcher "has an investigative attitude." Not only should the adapter be informed about cultural patterns, he must also be sensitized to these crosscultural dimensions of communication. He must perceive the "self- 40Hesselgrave, "Dimensions of Crosscultural Communication," p. 4lLaRay M. Barna, "Stumbling Blocks in Interpersonal Intercul- tural Communications," Intercultural Communication: A Reader, ed. by Larry A. Samovar and Richard E. Porter (Belmont, California: Wadsworth Publishing Co., Inc., 1972), p. 241. 25 image"42 of the respondent. A learning system, in order to communicate crossculturally, should make appeal to this self-image of the respon- dent and talk his cultural language. Burke thinks in the same terms when he writes: You can persuade a man only insofar as you can talk his language - by gesture, tonality order, image, attitude, idea - identifying your ways with his. A Essentially, the message underlying this review of different authors is that the content of learning system, in order to effectively communicate crossculturally, must be culturally modified so as to talk the decoder's tradition language. It is understood in here that tradi- tion language includes all the variables as specified in Hesselgrave's Dimensions of Crosscultural Communication (See Figure 4). Based on this review of the literature, it appears to the in- vestigator that the variables identified by Hesselgrave would be of the greatest value in identifying cultural conflict in learning systems. 42Karl Potter, "The Self-Image," Approaches to Asian Civiliza- tions, ed. by Wm. Theodore de Barry and Sinlee T. Embree (New York: Columbia University Press, 1964), pp. 273-375. 43Kenneth Burke, The Rhetoric of Motives and the Grammar of Motives (Cleveland: The World Publishing Co., 1962), p. 579. CHAPTER III SYNTHESIS OF XCAM MODEL Systems techniques implemented in this study provided the adapter with a disciplined way of crossculturally adapting learning systems. In fact, it would be temerity to think that this concept of crosscultural adaptation which generates from the previous discussion can be left to chance or to the intuition of the adapter. In order to achieve effectiveness in intercultural communication, this process, far from being patterned haphazardly, should be the result of analytic and systematic procedures. Thus, in developing XCAM, the Crosscultural Adaptation Model, systems techniques were used and, in order to insure high fidelity in the design, data were processed through the model. XCAM Characteristics XCAM was designed with some definite characteristics in mind: 1. It would be designed in such a way that other cultures could use the process applied in the actual study; 2. It would have adaptive-corrective possibilities. Following any action within the model, an evaluation could be made with a choice of either modifying a previous action or modu- late a subsequent one as alternative; 3. It would be designed so as to achieve a specific outcome, a system for crosscultural adaptation; 26 27 4. It would be designed so as to arrive at assessable or mea- surable results. Variables anngypotheses The independent variables of this study were: (1) the IDI com- ponents--visuals, narration, texts--which were administered to the sam- ple and (2) the cultural values contained in these components. The conflict identified between the American and Filipino cul- tural values was the dependent variable. In order to measure this conflict, two versions of the IDI learning system were used. The first version was the original American version; it was known in the study as Prototype I. The second version had five modules adapted to the Filipino culture; it was known as Pro- totype II. This version was the experimental treatment and Prototype I was a control. It was assumed that between two different cultures, the Ameri- can and Filipino, conflicting crosscultural communication values existed and that a learning system from one culture had to be cultur- ally adapted in order to be used effectively by the other culture. Hypothesis I is, therefore, that there will be a positive atti- tude shift (as measured by the XCA rating scale) in favor of culturally adapted media conditions (visual, narration and text) when the attitude toward IDI Filipino adapted version (Prototype 11) will be compared with attitude toward IDI American version (Prototype I). Hypothesis II is that there exists an interaction between cul- tural values and the media conditions (visual, narration and text). 28 The Sample The IDI is designed to provide procedures and initial skills and assistance to teachers, administrators, policy makers and special- ists in managing learning environments by analyzing instructional or learning problems and developing practical validated solutions. It is a decision-making process. Consequently, two sets of criteria determined the characteris— tics of the sample of this study: (1) the criteria characterizing the population from which the sample was drawn, and (2) the criteria essen- tial to the effective administration of an IDI. The subjects were first drawn from the population known as per- sonnel of the Philippine Private Schools. They were Filipino teachers, professors, administrators--principals, deans, directors--curricu1um specialists and school policy board members of these institutions. Moreover, in order to have a representative cross-section, the subjects were drawn from two different geographical areas: the Greater Manila area and the Mindanao area. (See Map of the Philippines in Ap- pendix A). The selection of the subjects as IDI participants was based on the following: 1. they were either teachers, administrators, policy makers or specialists in their institutions; 2. they were decision makers or opinion leaders in their respec- tive institutions; 3. they were interested and has shown a desire to participate; 4. there was evidence of an academic problem within their in- stitution. 29 To summarize, the sample of this study was purposive. It was divided into three groups from two areas known as Area "A" and Area "8" respectively. One of the Area "A" groups was randomly chosen as the control group and known as K]. The other two groups were experimental groups and known as K2 and K3. The first of these two experimental groups was from Manila; the second was from Mindanao. The projected size of the sample had been 50. This number had been based on the quantity of materials furnished with one package of the IDI. Severe gas shortage during the third part of the study prev vented four participants from attending. The remaining 46 subjects were distributed as can be seen in the following table. The pilot sam- ple group consisted of ten Filipino professional educators who were representative of the sample of the study. (Description of the sam- pling procedure is found in Chapter IV.) Table 1. Sample design. CONTROL EXPERIMENTAL IDI Original Version IDI Adapted Version Area "A" Area "A'l Area "B" MANILA (Angono) MANILA (Quezon City) MINDANAO (Davao) K](n = 16) K2(n = 14) K3(n = 16) Treatment Design Measurement of crosscultural adaptation outcome was considered a precondition to evaluation of the procedures used to effect the cross- cultural adaptation. In order to spell out in precise measurement terms 30 the terminal communication conflict or absence of conflict, a measure- ment strategy with appropriate instrument was mapped. The subjects were to be administered a criterion rating scale which had been designed and tested in the XCAM Sine qua non Phase.44 It was expected to rate the extent of conflict existing between Ameri- can and Filipino values presented in the visuals, narration or text in- cluded in the components administered to the subjects. This scale was an adaptation of the seven point semantic dif- ferential technique originally developed by Charles E. Osgood and his 45 as part of their quantitative study of meaning. colleagues The XCAM Criterion Rating Scale provided, therefore, gross rat~ ings of the dimensions of conflicts in the crosscultural communication taking place during the administration of some designed components of Prototype I and Prototype 11. The same measuring instrument was administered for either the visuals, the narration or the text of the IDI components or modules and the measurement strategy employed was a repeated-measure design as shown in Table 2. Contrarily to the experimental design which calls for exposure to a single treatment, in the repeated measurement design, as used in this study, each subject was tested five times using different stimuli, 44Sine qua non means, according to Webster, "indispensable thing, absolute prerequisite." In XCAM, the Sine qua non Phase is an absolute prerequisite to the other phases of the Model. 45Charles E. Osgood, George J. Suci, and Percy H. Tannenbaum, The Measurement of Meaning (Urbana: University of Illinois Press, 1957). 31 e.g., visuals, narration and text. This repeated measurement design had the advantage that each subject acted as his own control and, con- sequently, differences between subjects could be at least partially eliminated or averaged as a source of error. In addition, fewer sub- jects could be used because the experimental procedure had five measure- ments for each subject. Table 2. Repeated-measurement design. Meas. l Meas. 2 Meas. 3 Treatment Area Sample Visuals Narration Text Prototype I . A n = 16 n = 16 n = 16 n = 16 Control Prototype II A n = 14 n = 14 n = 14 n = 14 »Experimental Prototype II B n = 16 n = 16 n = 16 n = 16 Experimental XCAM Synthesis XCAM, or the Crosscultural Adaptation Model, which was devel- oped by the researcher as a result of a synthesis of Silvern's Mgg§l_ jgr Producing a Model and the review of literature, provides a blue- print or vehicle for use of systems techniques during this process of crosscultural adaptation of learning system contents. 32 XCAM has four well-defined functions or phases of action: (a) the Sine qua non phase; (b) the Laboratory phase; (c) the Diagnostic phase; and (d) the Assessment phase. Each phase or function reveals a certain number of interrelat- ing subfunctions. AS a whole, they bear a direct relation to the pro- cess of crosscultural adaptation. XCAM, the crosscultural Model, as shown in Figures 5a, 5b, 5c, 5d, elaborates the subfunctions supporting its four major phases of XCAM. Each of these subfunctions and functions is discussed in detail under the heading of each function or phase. XCAM Sine Qua Non Phase This is the preparatory, the absolute prerequisite phase of XCAM. In this phase, (XCAM 1.1-1.2) the adapter investigated and de- veloped a very thorough background of the two cultures used in the testing, the American and the Filipino. To facilitate the preparation of the measuring instrument, which is based on this cultural research, the investigation was a comparative study of the two cultures. Hesselgrave's Crosscultural Dimensions of Communication, as Shown in Figure 4, served as a framework to plan the self-image study of each culture. The Worldview - Ways of Perceiving the World 46 The Filipino is an Asian: he has a synthetic worldview. He considers himself as part of the world where he shares a place with the 46Carlos P. Romulo, Clarifying the Asian Mystique (Manila: Solidaridad Publishing House, 1970). 33 .mmmza :0: mac mcwm . . mama. zL0amaonaa .HH omega z umpaaa< Emumxm mcwceama saw: hmxm m.m amammc ma ma..mx .11....mqlluunl. .Tnuununuwuuuuuu. Aim. mag...=oa 3w: a..a:ma. JIIL , m.m aaOLG so... saw; cowmgm> aapaaa< .0 :o_umapm>m 4 , m.m Emmem mcwcaama Co cowmem> ampama< m>wpmpcmh aopm>mo a.m mmcasu Low mmwuwaow.a mewELmuma a mpowpwcou zwwpcwaH m.m macaw popwa op H maxuouoga amHmPcwEu< .IIATII WNW co_pmu_mwuoz to engage Lot mwempw.u a..b=ma. op mcwemwgamo puaacoo ..m aaOLa so... pom.am mm<=a >mOHhopoma HoH wzHHmmh "mmH omega zm a. F.o ¢.p.o H. mazuouo.a .mpFamwm mcwmmwanmo m~>Pac< m.F.m HH maxpouoLQ .mppammm mpmom ac.amm «ax mszmc< ~.F.o H mazpouoea .mu—amwm mcwemwgnmo mepmc< Ilall. F.N.o H mazgopoaa ”mp—ammm mamaFmam F.F.o H mazuouoga "mupammm wpaum ac.pam «ax m~»—mc< mm 50 - 40- 30 I .\ Legend: Angono Quezon 20 —. —.—.—.c—. ~— 10 (+) l 2 3 4 5 XCA Score Figure 7. Preference for Filipino national scenes in visuals. 64 Table 5. Preference on rating scale for Filipino national scenes in visuals. m XCA Score 1-3 XCA Score 4 XCA Score 5-7 GT°UPS " No. No. No. IT Responses % Responses % Responses % Angono 16 51 63.75 17 21.25 12 15.0 (control) Quezon 14 55 78.57 13 18.57 2 2.86 (experimental) Davao 16 56 70.0 15 18.75 9 11.25 (experimental) These two sets of tables and figures (Tables 6 and 7 and Fig- ures 8 and 9) are somewhat consistent in results. The participants with their cultural concern for not hurting the feelings of others, do not openly reject nor accept international and American scenes. The safest position for them to take is the neutral observed by the spike at position 4. Table 6. Prefepence on rating scale for international scenes in Visua s. 4 1 m XCA Score 1-3 XCA Score 4 XCA Score 5-7 Groups n No. No. No. 1 Responses % Responses % Responses % Angono 16 30 37.75 33 41.25 17 “ 21 6' (control) Quezon 14 33 47.13 20 28.57 17 25.0 (experimental) Davao 16 36 45.0 28 35.0 16 20.0 (experimental) 65 100 50 Legend: Angono Quezon 30 _ Davao -----~-~-- 20 10 XCA Score Figure 8. Preference for international scenes in visuals. % 100 50 ' 40 F }\ // Legend: Angono 30 I. Quezon __._.__.__ __ Davao ......... 20 - lO 0 a 1 : = t a 4 (+) l 2 3 4 5 6 7 (-) XCA Score Figure 9. Preference for American scenes in visuals. 66 Table 7. Preference on rating scale for American scenes in visuals. XCA Score 1-3 XCA 5::Ye 4 XCA Score 517 Groups n No. No. No. Responses % Responses % Responses % Angono 16 32 40.0 30 37.5 18 22.5 (control) Quezon 14 23 32.87 20 28.57 27 38.56 (experimental) Davao 16 29 36.0 32 40.0 19 24.0 (experimental) Similarly in their impression, a few participants asked "to in- clude in visuals both Philippine and American equivalents of contrast- ing situations." Table 8 and Figure 10 show a strong preference for Filipino ac- tors either in films or visuals. Once more, the Angono group marked the same preference as the other two groups. This attitude might be explained in remarks such as: l. I had difficulty in decoding the American message due to American diction and vocabulary. 2. I would have preferred Filipinos; then I would not have had to decode so much what was actually said. 3. It would be good if the "type of humor" being used were more akin to Philippine situation rather than American context. 4. The use of American idioms such as "turn on" and "hepped up" made it difficult to get the message. 5. There were indistinct sounds in some American speakers. 67 Table 8. Preference on rating scale for Filipino actors in audio. W XCA Score 1-3 XCA Score 4 XCA Score 5-7 Groups n No. No. No. Responses % Responses % Responses % .7 .r Angono 16 45 56.25 21 26.25 14 17.5 (control) Quezon 14 44 62.87 20 28.57 6 8.56 (experimental) Davao 16 49 61.00 18 22.5 13 16.5 (experimental) The results described in Table 9 and Figure 11 could have been indicative of an anomaly in the Filipino narration being made for the ID Process Game. One of the narrators was unavailable when the record- ing was made and because of a lack of time, the only substitute that could be found proved to be rather weak. This probably influenced the data from Quezon participants but the Davao group did not seem to be bothered by the quality of the narration. Table 9. Preference on rating scale for Filipino delivery in narration. XCA Score 1-3 XCA 52—611; 4 XCA Score 537" GIOUPS " No. No. No. Responses % Responses % Responses % Angono 16 24 30.25 22 27.5 34 42.25 (control) Quezon 14 27 38.58 27 38.57 16 22.85 (experimental) Davao 16 46 57.5 18 22.5 16 20.0 (experimental) 68 % 100 c 50 - 4O _ 3O - /\\, Legend: Angono f‘~ Quezon 20 ._._....._....._ Davao ----_ ..... lO ...-—0 O \e""""""'-2 (+) I 2' 33 4— 5 6 7 (.TT XCA Score Figure 10. Preference for Filipino actors in audio. % 100 50 - Legend: Angono 40 ' Quezon __._._,_ __ 0A. . / \ Davao ---, ______ XCA Score Figure 11. Preference for Filipino delivery in narration. 69 What is puzzling is the Angono decision. These participants had been rather strong in showing preference for Filipino actors in Table 8. Their position in Table 9 is rather spread and even slanted towards the negative. This could not be attributed to the above cited anomaly; as control group, they were not given any Filipino narration. Upon going over their written impressions, nothing reveals any reason for this inconsistency. The only interpretation this investigator can suggest would be that of the ambivalent character of the Filipino. As Bulatao75 e x- plains it, the Filipino authority is an area of conflict where he wants at the same time to be controlled but also to control in order to be contented. When Angono participants were asked their preference for Filipino actors, they did not feel threatened, nor did they appear con- cerned when the narrator was an American. But when it became a ques- tion of delivery by a Filipino, they felt personally involved. They identified a direct relationship between themselves and the narrator and since, for the most part, they were administrators (see Table 1), this relationship meant a control over them, a control which they re- jected. Comments of the two experimental groups clearly Show the weak- ness of the narration for the adapted IDI Process Game visuals. These are: 75Jaime Bulatao, "Personal Preference of Filipino Students," Philippine Sociological Review, XI, No. 3-4 (July-Oct., 1963), 168— 178. 70 1. Ideas and words were good; it is only the diction and the pace of the narrator that need revision. 2. The lines of one of the men were not so clearly enunciated. 3. Some words of the Filipino narrator were indistinct. 4. The Filipino narrator was too slow. The voice fitted the Filipino scenes, but the technical, westernized terms did not harmonize with the Filipino setting and voice. The American situation, in short, appeared awkward in a Filipino setting. If adaptation is to be made, the situation, the setting, the voice and terminology must all be Filipino in order for the effect to be realistic. Tables 10 and 11 as well as Figures 12 and 13 identify the par- ticipants' preference for a Filipino man or woman narrator. The three groups are clearly in favor of a man narrator. As for the woman narra- tor, Quezon and Davao take a neutral position while Angono shows a rather negative option. Would this group still feel threatened? It is difficult to say. Table 10. Preference on rating scale for a Filipino narrator (man). XCA Score 173 XCA Score 4 XCA Score 5-7 Grouns O No. No. No. Responses % Responses % Responses % Angono 16 33 41.50 23 28.75 24 29.75 (control) Quezon 14 32 45.73 24 34.28 14 19.99 (experimental) Davao 16 45 56.25 19 23.75 16 20.0 (experimental) 71 % 100 50. 40-' /\ Legend: Angono 30 XCA Score Figure 12. Preference for a Filipino narrator (man). 100 I 50 Legend: Angono 4O " K ,. ° uezon / Q _________ 3O - 20 - (+) '1 2 3 4 5 6 7 (-) XCA Score Figure 13. Preference for a Filipina narrator (woman). 72 Table 11. Preference on rating scale for a Filipina narrator (woman). W XCA Score 1-3 XCA Score 4 XCA Score 5-7 GFOUPS ” No. No. No. Responses % Responses 2 Responses % Angono l6 17 21.25 30 37.5 33 41.25 (control) Quezon 14 29 41.44 28 40.0 13 18.56 (experimental) Davao 16 38 47.5 23 28.75 19 23.75 (experimental) Table 12 and Figure 14 introduce Filipino preference in the text. The three groups are definitely for Filipino setting in text with Quezon recording the highest positive score. Table 12. Preference on rating scale for Filipino setting in text. m XCA Score 1-3 XCA Score 4 XCA Score 5-7 Groups n No. No. No. Responses % Responses % Responses % Angono 16 31 48.44 19 29.69 14 21.87 (control) Quezon 14 43 76.80 11 19.64 2 3.56 (experimental) Davao 16 36 56.34 18 28.12 10 15.54 (experimental) The noncompromising stand is found once again in Table 13 and Figure 15 with the highest neutral score registered by Davao. The Angono group seems to want to assert itself with the highest negative 73 100 50 U 40 ~ Legend: Angono h. Quezon \ —O—o—O—O—I— ------------ XCA Score Figure 14. Preference for Filipino setting in text. % tool 1 soL / \ Legend: Angono 40 I \ Quezon 3O 20 10 XCA Score Figure 15. Preference for American and international setting in text. 74 position. This group has been consistent throughout their reporting of attitudes toward the text: it has kept a higher negative score than either of the other two groups. Table 13. Preference on rating scale for American or international setting in text. $— == XCA Score 1-3 XCA Score 4 XCA Score 5-7 Groups n No. No. No. Responses % Responses % Responses % Angono 16 13 40.62 7 21.88 12 37.5 (control) Quezon 14 14 50.0 9 32.14 5 17.86 (experimental) Davao 16 10 31.25 16 50.0 6 18.75 (experimental) Participants' Reactions as Recorded by SociOlogists The previous tables and figures have presented an overview of the participants' attitudes towards a possible adaptation of visuals, narration and text. There were, in the course of the experiment, much deeper reactions which were observed by the two Filipina sociologists. For the sake of clarity, these reactions have been classified according to Hesselgrave's dimensions of crosscultural communication which have been discussed in the Sine qua non phase of Chapter III. The Worldview - Ways of Perceiving the World In the course of the IDI experiment, in visuals representing beautiful scenes accompanied with appropriate background music, most 75 of the participants appeared to miss the real message, so enraptured they were with the natural beauty. When activities accumulated and work became hectic, participants tried to overcome the situation and break the tension with comic re- marks. Harmony had to be kept. Some Philippine scenes in the adapted version were described in American terminology; this provoked a conflict. It was a disharmony in their way of perceiving those scenes. Ways of Thinking - Cognitive Process In the discussion of symptoms and problems, the participants, being oriented to the present, were alert to respond to what they could see and touch, that is, to the obvious symptoms. They found difficulty in going beyond this first stage to deal with the problems and solutions. In the Innovation-Interaction game where the participants had role playing, they experienced personality conflicts and frustrations. For them, role and persons are one, as well as ideas and the person are also one. The IDI presents the Instructional Development process with the systems approach. The participants are asked to proceed step by step to reach the solution. Our participants, accustomed to thinking in a totality, said they were willing to do all the steps but found it very difficult to categorize each and every part of those steps. As Filipinos are inclined to take happenings as they come with- out any worry, the participants reacted strongly to the tight schedule of the IDI which is, in fact, designed for the time-pressured American. 76 Filipinos are not inclined to superlatives: first, the most, the best, etc. They did not accept in the film Funny Money (See Appen- dix G) the idea of a solution by a superman, according to them. Participants were engrossed with what they were doing at the present moment. When in the Prototype Planning Activity Participant Manual they were prompted to turn on to the next page, they listened politely but went back afterwards to where they had been in their ac- tivity. For them, only the present counts and nothing disturbs them. They do not proceed to a new task unless the preceding task is com- pleted. In the film, Funny Money, the participants could not get over the students' lack of motivation over grades. In the Philippines, this is an extremely powerful motivator. Students are grade conscious and grade oriented. A few visuals conflicted with Filipino traditional cultural val- ues. Kissing and hugging had to be changed for flower offerings and the way a man carried a woman to show his strength had to be modified (See Appendix C, Nos. 6 and 15). The Linguistic Form - noys of Expressing Ideas The film Visual Literacy (See Appendix G) had an overwhelmingly negative effect on the participants. The use of caricatures and the speed with which images were presented resulted in none of the partici- pants understanding the message. Participants resented the numerous rules and instructions; a more descriptive way would have had better results according to them. 77 In the film, Funny_Money, participants were anti Pete Dixon. They found him very impulsive, quite sarcastic and disrespectful of the senior former teacher and his principal. They would not accept the di- rect approach he had with a person of higher rank. In the Prototype Planning Activity Manual, where the team dis- cusses as a group, it has been observed that members would first use one of the Filipino dialects they felt comfortable with and would af- terwards proceed to English, as though they wanted to make sure, among themselves, that they had received the message. Sign language conflicted in some of the visuals. For example, a person with his eyes uplifted in a questioning and puzzled mode; the Filipino glance for this expression would be downward instead. The thumb up gesture to designate someone, as in one of the visuals, means "victory" for the Filipino (See Appendix C, Nos. 1 and 2 as examples of such conflicts). The Behavioral Pattern - Ways of Acting In the film Who is Miss Brett, her way of innovating rather sur- prised the audience. They felt as if she were disregarding her col- leagues and was innovating and changing all by herself. Her self- assertion surprised the group. In the role playing of the Innovation-Interaction Game, the par- ticipants who were assigned roles opposing the group, like Kaliber for instance, had a personality conflict. They felt ostracized by the group. In the Prototype Specification Manual exercise, the participants took much more time than their American counterparts. While they seemed 78 to accept the statement that the objective of this exercise was not mastery but knowledge of the process, they could not be convinced to move steadily ahead. There is a feeling that, for them, knowledge and mastery equate in meaning. The Media - Ways of Channeling the Message When some of the participants asked to continue their incom- pleted work on the next day, they did not use a direct approach but a metaphoric style: "The spirit is willing but the flesh is weak." The emphasis on indirect approach was shown in one of the en- counters. Human disagreements happened during one of the activities and instead of talking things over and settling them together, those concerned expressed their feelings during the reflections exchanged at the Church service they attended. Participants commented that they had difficulty understanding the films because of the speed of verbal presentation. This seemed to be consistent throughout the IDI. In order to convey the message, a visual representing a superman popping out of a box had to be given the traits of the Filipino actor representing the "superman" in films (See Appendix C, No. 4). The Social Structure - ways of Interacting The Filipino individualism is shown in the way one is interested in one's progress and welfare, one's family's well being, one's barrio or town advancement. In the IDI Puzzle Game, participants were concerned 79 with finishing their work as a group compared to the other groups. This appears to be the reason why they finished this activity much ear- lier than their counterparts in the United States. A Filipino, in any organization, in order to keep close with the group, must be equal to any members in it. Who Is Miss Brett, a film which depicts an ideal American teacher, does not necessarily present a Filipina ideal teacher. Should a Filipina teacher be so outstanding compared to others, she would be coldly treated by members of the group and even alienated by the group. It would be difficult for her to suc- ceed. Social recognition is a major goal for a Filipino. In the In- teraction Innovation Game, participants felt badly when they failed in their roles and lost points. On the other hand, recognition by the group was very strong if one's role helped in gaining points. Filipinos, as a cultural norm, prefer togetherness. This was shown throughout the IDI in that they related very well to group activ~ ities. However, when they were going through the workbook where both group and individual exercises were found, invariably they were found discussing together oll_of the steps including those assigned to be worked individually. The Motivational Dimension - Ways of Deciding In the film, Who IS Miss Brett, Miss Brett was a teacher and an innovator. This was not accepted by Filipinos because of their concept of authority. For them, innovation comes from the top rank and goes down to lower strata. 80 To bring about a change is a long and painful process for an in- novator in the Philippines. The preference for stabilized values and habits and the smooth interpersonal relations which have to be pre- served make it nearly impossible to achieve change and innovation. Consequently, the IDI had to be first accepted by the authority of the school in order to be implemented. Testingytheyflypotheses The objective of this section is to determine the effects of two independent variables--media conditions (visuals, narration and text) and cultural values on the response of the control and experimen- tal groups to the XCA rating scale indicating the extent of cultural conflict or preference. This further pursues the interaction effects of the two independent variables on the dependent variable. Statistically, the null hypothesis may be stated as follows: “6‘ “1:“2 = 1'3 I. There is no difference in attitude among the three groups (Angono, Quezon and Davao) toward media conditions. II. There is no interaction between cultural values and the media conditions on repeated measures. The statistical measure used is a two-way analysis of variance at a level of significance of.: .05. Findings reveal that there is no difference in response among the three groups in their attitude toward media with an F value of 1.7839 (Table 14). Therefore, we fail to reject the null hypothesis. 81 Table 14. Anova of media conditions. df MS F P Hypothesis I: Media conditions between groups 2 2.16 1.7839 .1802 and NS within groups 43 1.21 Hypothesis II: Interaction between cultural values and media conditions 4,84 3.146 .0184 S Interaction is indicated between cultural values and the three media conditions with an F value of 3.146. (d~>.05). The difference among the three group means for visuals (1.942) is not as great as the difference among the three group means in narra- tion (2.06). The difference among the three group means in narration (2.06) is much greater than the difference in both visual (1.942) and text (1.86). (See Table 15 and Figure 16.) This suggests a different language orientation among the three groups; in fact, the participants had different language backgrounds such as Tagalog, Bisayan, Ilocano, Bicolano, and others. This difference between the narrators' language and that of the Ss seemed to influence the attitude of the latter. In the text, the order of interaction within the three group values and media conditions is reversed. The control group, Angono, is less positive in attitude than the two other groups for visual and narration but more positive than the two other groups for the text. The Angono group, although it had shown a rather high negative conflict 82 in the preference for Filipino delivery in narration (See Table 9), has the higher positive mean score on the XCA Rating Scale for the text. The null hypothesis stating that there is no interaction be- tween the attitudes and media conditions is, therefore, rejected. Table 15. Mean values of all groups across XCA rating scale items. Groups n Visual Items Narration Items Text Items Angono 16 2.091 2.475 1.829 Quezon 14 1.789 1.688 1.836 Davao 16 1.927 1.974 1.928 TOTAL Mean Value 46 1.942 2.06 1.860 Summar The data gathered from the XCA Rating Scale, the participants' responses to open-ended questions and the observations of the two Fili- pina sociologists based on the interviews or debriefings they conducted, have been described and analyzed. Discussion and implication are considered in the following chap- ter. 3- Q) 5.. O U (I) 3’ °P2p 4.: ID a: < L) X 'I- Figure 16. 83 Legend: Angono Quezon __._.__.__._ Davao _________ 1 I y .1 Visual Narration Text Group Means Mean values of all groups across XCA rating scale items. CHAPTER IV SUMMARY. DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS The concluding chapter has four sections: (1) a brief review of the purpose of the study and a summary discussion of the findings analyzed in the previous chapter; (2) major conclusions of the study; (3) heuristics related to use of the model; and (4) recommendations for further research. Heuristics are included because of the possibil- ity of using this model (1) with other cultures than those discussed in this study, and (2) with not only learning systems, but also in- structional materials as such, for example, in the case of a film or textbook. Summany of the Study The purpose of this study was to explore the possibility of sys- tematically achieving the cultural adaptation of learning system mater- ials. This exploration included four phases: (1) the development of a flowchart model; (2) the cultural adaptation of some visuals, narra- tion and text materials of a learning system; (3) as field experiment, the trial of the original and adapted materials on a group of Filipi- nos; and (4) through the results of XCA Rating Scale, the assessment of the cultural preference or conflict met by the subjects while using the learning system. 84 85 The development of XCAM, the Crosscultural Adaptation Model, implemented the generalized model techniques for producing a model as created by Silvern. These system approach techniques--analysis, syn- thesis, modeling, and simulation--or sequence activities were defined in MASXCAM, the Master Model for producing XCAM. In order to field test XCAM, the model, the cultural adaptation of some visuals, narration and text materials had to be realized. The IDI learning system which has been field tested and validated for use with United States school personnel was chosen as the independent vari- able. With the cooperation of a pilot group of Filipinos in Manila, five modules of the IDI were culturally modified and a crosscultural rating scale was developed in order to provide gross ratings of the di- mensions of conflict the subjects would identify in the various media they were exposed to. During the field experiment, the original and adapted versions of the IDI were administered to three different groups of Philippine Private Schools personnel from two different geographical areas, Greater Manila and Mindanao. The IDI module components, visuals, nar— ration and text, and the cultural values contained in these media were considered as independent variables. The conflict identified between the Filipino and American cultural values was the dependent variable. It was assumed that there existed between the two cultures con- flicting cultural values and, a positive attitude Shift (as measured by the XCA rating scale) in favor of culturally adapted media was ob- served when the attitudes of the subjects (control and experimental) were compared. 86 Discussion In general, the experiment demonstrated, on the part of the sub- jects, a strong cultural preference for local and national scenes in visuals, for Filipino actors in narration, and for Filipino setting in text. "Filipino delivery in narration" registered the highest negative reaction with the control group. This result on the rating scale shows a conflict not only with the group's assessment of "Filipino actors" which is highly positive, but also with some of the comments made in the open-ended questions: "narration too fast, novelty of terms, Amer- ican diction." That these 55 were, in a way, inconsistent in their an- swers tends to reveal a higher discrimination among some members of the group. Testing the Hypotheses Not only did the study intend to determine the effects of the variables on the responses of the subjects, but also it measured, in a two-way analysis of variance, the interaction effects of the two in- dependent variables on the dependent variable. The alpha level was set at .05. H - I. There is no difference in attitude among the three groups toward media conditions (visua14_narration and text). The null hypothesis could not be rejected. In fact, the atti- tude of 55, both between groups and within groups, was within the lim- its of the positive level on the scale, that is, less than 4. 87 H - II. There is no interaction between groups and the media conditions (visual, narration and text). Cultural values and media conditions in the three groups inter- acted equally in visuals. The reciprocal effect was much greater in narration with the control group means tending toward a less positive attitude. This same group means position is reversed with respect to text; it is highly positive showing on the part of the $5 a sophistica- tion for written English. Conclusions Conclusion 1. When given the opportunity to choose between American and Filipino cultural media, the Filipinos showed a preference for Filipino visuals, narration and text. The mean values of all groups across the XCA Rating Scale items were within the positive segment of the rating scale (See Table 15). As a whole, the three groups have shown a preference for Filipino vis- uals, narration and text when given the opportunity to choose either American or Filipino media conditions. This study has demonstrated this preference in statistically measurable terms; it seems reasonable, therefore, to infer that, given the same opportunity with other learn- ing systems, Filipinos would opt for Filipino media conditions. Conclusion 2. The use of XCAM led to an acceptable cultural adaptation of learningusystems. As far as this study is concerned, data clearly showed a prefer- ence for Filipino adapted instructional materials such as visuals, nar- ration and text. This preference was observed especially from the SS 88 of the two experimental groups. Since the data strongly favored the cultural adaptation, it is reasonable to infer that under conditions similar to those used in this study, XCAM can be an acceptable tool for culturally adapting instructional materials of learning systems in order to lessen cultural shock from their use in another culture. Com- parisons with other methods of cultural adaptation were not a part of the study. The results show, however, that XCAM works. It should be noted that cultural adaptation here does not necessarily infer a dif- ference in learning outcomes. Conclusion 3. The extent of the cultural conflicts created oy foreign learning materials imported in developing_countries can be mea- §u_r:d_- It is Burger76 who said in 1968 that, "as one examines the USOE's documentary clearinghouses (ERIC), one is surprised to find that there has not been one research devoted to cultural differences. Similar neg- ative results were found by the investigator of this study in 1972. The purpose of this study was to identify the rate or extent of conflict or cultural preference an American learning system would have on Filipinos. Since this study gave in statistical measurable terms the preference of a group of Filipinos for Filipino visuals, narration and text when given the opportunity to choose American cultural media, it was concluded that the extent of cultural conflicts created by for- eign learning materials imported in developing countries could be mea- sured. 76Burger, Ethno-Pedagogy, p. 3. 89 Heuristics In the course of this study, the investigator learned certain heuristics which could prove valuable to other researchers. They are offered in the following pages. Heuristic 1. To be effective, cultural adoptation is made in proportion to the senses utilized by the respondent to communicate. "Cultures differ in the proportion of the senses they utilize."77 Americans emphasize visual literacy. Filipinos, on the contrary, are "hearing" and "listening" people. They are person oriented. Narra~ tions have a subjective effect on them. The participants in this study remarked that it was not the mes— sage nor the way the message was given that they analyzed; it was the person giving the message that called their attention. Their observa- tions towards the film Visual Literaoy were highly negative: they could not decode the message, the scenes changed too fast, and for them, the pictures did not seem to be related. On the other hand, when they heard and saw the IDI Process slide/tapes, they enjoyed the music and the atmosphere so much that this became top priority in their minds and the message passed unnoticed. Communication is a critical ethnic variable; it should be ser- iously considered in cultural adaptation of media for instruction. To be culturally effective, adaptation Should be made according to the senses the concerned culture utilizes to communicate. If the adapter finds that the respondent is very strong in hearing sensitivity and 77Burger, Ethno-Pedagogy, p. 278. 90 weak in sensitivity to visuals as the Filipinos proved to be, then it is his duty to stress, in the process of adaptation, on auditory rather than visual means of communicating the message. Heuristic 2. The adapter needs, when considering adaptation of a learning system, some specific readiness: readiness to compromise, to consider alternatives or different points of view, to acquire knowl-‘ edge of the target culture no matter what the source, and finally, to collect and weigh information before coming_to a conclusion. Adaptation of a learning system cannot be done effectively by a single person, not because of the work involved but because of the sub- tle differences and shades of meaning that are found in another culture. This investigator, in the course of this study, has learned to compro- mise and consider alternatives and different points of view. Knowledge of what to modify came predominantly from the pilot group but occasion— ally it came also from very different sources to be afterwards ratified by the group. Team work with the target culture could definitely be taken as a rule of thumb in the process of cultural adaptation. Heuristic 3. The greater the difference between aspects in cul- tures, the more reason there is for a crosscultural adaptation of the message. The Filipino has an oriental culture which he inherited from his ancestors, the Malay-Indonesian-Negrito group. He has been under Amer- ican colonial and neo-colonial power for some fifty years of the 20th century. One would think that with this influence, the Filipino would gladly accept American instructional materials and media. This study has demonstrated to the contrary that when the preference for American 91 visuals, narration or text was presented to the $5, a polite neutral position was taken by the majority of the groups. There were no nega- tive nor positive directions but a prominent neutral, uncompromising reaction which is culturally typical. The Filipino, with the contacts he has had with the American culture, still does not easily accept American media conditions. From this one may conclude that the greater the difference between aspects in cultures, the more conflict there is and consequently, the more reason there is for a crosscultural adapta- tion of the message. Heuristic 4. The debriefings or face-to-face interactionnpro- videupowerful data on discrepancies which could not be identified other- use. Because of cultural factors, a certain amount of bias can infil— trate written data. This had been recognized on the part of Filipinos who typically do not want to hurt the feelings of a person in charge. For this reason two Filipina sociologists were assigned this task of debriefings and interviews. In this study, the debriefings proved to be valuable from two points of view: (1) they furnished important in- formation which was not given in the XCA rating scale such as, reasons or causes for certain attitudes (these can be seen from pages 81-96); and (2) they corrected or helped to explain certain biases which had infiltrated the data on reactions to American preferences in narration. Heuristic 5. Cultural adaptation of a learning system cannot be left to chance or to the sole initiative of an adaptor. The cultural adaptation realized in this study was rigidly con- trolled by the strategies and techniques of the XCAM systematic approach. 92 Even with this meticulous, step-by-step method, the adaptation of a few visuals and one of the narrators' parts were still considered weak by the $5. This brings the researcher to conclude that to be appropriate and relevant, a cultural adaptation has to follow a systematic scien- tific method in which analysis, review and evaluation by a representa- tive sample of respondents are made. The number of respondents could possibly be minimized if there are specialists available, but in order to be representative, these must have the same culture as the group for which the adapted version is intended. Recommendations for Further Research The findings of this study have raised a number of questions which could be considered suitable for further research. These ques- tions relate to three areas: (1) XCAM, the crosscultural adaptation model; (2) XCA, the rating scale; and (3) the application of XCAM to other cultures. Research Relating to XCAM A possible area of research lies first in the possibility of simplifying XCAM, the Crosscultural Adaptation Model. It is suggested that the Diagnostic and Assessment Phases be replaced by a second and/or third evaluation done with the same techniques as the evaluation of the Laboratory Phase. This evaluation would have the advantages of being more thorough for one thing. Would being motivated in advance bias the results? This would have to be found out by comparing these results with an experiment conducted with the techniques of the present study. 93 With this study, one has all reasons to believe that XCAM is functional and operative in the process of cultural adaptation of learn- ing systems. Would XCAM be also effective with any instructional mater- ials such as films, textbooks and others? This study was concerned with Slides or fixed visuals, with narration and with some parts of the text used in the IDI. Films, in this context, are to be interpreted as sound motion pictures. The films contained in the IDI were not adapted by reason of time and expense, but feedback was given by the $5 on those presented. Some of these evaluative comments have been recorded in the course of the study; these coincide with evaluations of fixed visuals. This holds as far as respondents are concerned. As for the process of adaptation for films or textbooks, it is assumed that the very same method can be applied but it would certainly involve more time and people. XCAM was not designed solely for fixed visuals, or narration or short text; it was designed for media as used for instructional purposes. Further research would be useful to find how far XCAM can be used in cultural adaptation of films and textbooks. There is also the possibility of using, instead of a pilot group, a minimal number of educators and sociologists, all of whom would be specialists. Explorations in order to find a more concise model would certain- ly prove beneficial and practical while being at the same time a major task of research. In addition, further research to design and test a system that would define a process to identify cultural values in visual, narration and text, would help greatly in the application of XCAM. 94 Research Relating to XCA Rating Scale The investigator believes that the 55 met some difficulties with the interpretation of the rating scale. In this scale, based on Osgood's seven point dimension, the numeral 4 was considered as neutral while 1 to 3 registered positive attitudes and 5 to 7 registered nega- tive attitudes. It would be interesting to find out if a zero at midpoint of the scale and negative 1 to 3 at the left side and a positive 1 to 3 to the right would not prove easier to interpret. The scale would look as fol- lows: -3 -2 -1 0 +1 +2 +3 Being based on an algebraic principle, there are reasons to think that this would be more practical and effective. Application of XCAM to Other Cultures XCAM has been tested with two cultures: American and Filipino. To test XCAM either with American and a new culture, or with two entire- ly new cultures would be a contribution to research. It would also mean a remarkable advancement for the cause of intercultural education. If such research is pursued, it is highly recommended that a learning system be used which has been thoroughly field tested and val- idated in the culture for which it was initially designed. 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Edited by National Institute TOr Educational Research. Tokyo: NIER-UNESCO, 1970. Philippine Bureau of Public Schools. "Comparative Difficulty of Learn- ing to Read and to Write in Filipino and English." Abstract in Asian Study in Curriculum, Vol. III. Edited by National Insti- tute for Educational Research. Tokyo: NIER-UNESCO, 1970. 99 Potter, Karl. "The Self-Image." Approaches to Asian Civilizations. Edited by Wm. Theodore de Barry andPSinlee T. Embree. Neinork: Columbia University Press, 1964. Porter, Richard E. "An Overview of Intercultural Communication." in;_ tercultural Communication: A Reader. Edited by Larry A. Samovar and Richard E. Porter. Belmont, California: Wadsworth Pub. Co., Inc., 1972. Ramirez, Mina. "Cultural Values in Asia: a Reassessment." Unpublished Paper. Manila: Asian Social Institute, 1973. Ramirez, Mina. "The Paradox of the Filipino Family." Unpublished Paper. Manila: Asian Social Institute, 1973. Razik, Taher A. Systems Approach to Teacher Training and Curriculum Development: the Case of Developing Countries. Paris: UNESCO, 1972. Reynolds, Harriet R. "The Filipino Family and Its Cultural Setting." Practical Anthropology, XI (1962), 223-40. Rogers, Everett and Shoemaker, Floyd. Communication of Innovations. New York: Free Press, 1971. Rogers, Everett. Communication Strategies for Family Planning. New York: Free Press, 1973. Ryan, 1. Antoinette. "Educational Management by Systems Techniques in Correctional Institutions." The Educational Technology Review Series, No. 3, SystemsApproach. Edited by Leonard C. Silvern. Englewood Cliffs, N.J.: Educational Technology Publications, 1973. Seelye, H. Ned. "Field Notes on Cross-Cultural Testing." Language Learning, XVI (1966), 77-85. Senden, Francis. "Techniques of Change." Unpublished Paper. Manila: Asian Social Institute, 1972., Senden, Francis. "The Filipino Family." Unpublished Paper. Manila: Asian Social Institute, 1973. Senden, Francis. "Positive Aspects of Philippine Values." Unpublished Paper. Manila: Asian Social Institute, 1972. Silvern, L. C. Systems Engineering of Education I: The Evolution of Systems Thinking_in Education. Los Angeles: Education and Training Consultants, Co., 1965. 100 Sitaram, K. S. "What Is Intercultural Communication?" Intercultural Communication: a Reader. Edited by Larry A. Samovar and Richard E. Porter. Belmont, California: Wadsworth Publishing Co., Inc., 1972. Srinawk, Khamsing. "A Thai View of the American." Practical Anthro- pology, XV (1961), 278-83. Strodbeck, F. "Considerations of Meta-Method in Cross-Cultural Stud- ies." American Anthropologist, LXVI (1964), 223-9. UNESCO. An Asian Model of Educational Development: Perspective for 1965-1980. Paris: UNESCO, 1966. UNESCO. Growth and Change: Perspectives of Education in Asia. Paris: UNESCO, 1972. Upshur, J. A. "Cross-Cultural Testings: What To Test." Language Learning, XVI (1966), 183-96. Useem, John and Useem, Ruth Hill. "Men in the Middle of the Third Cul- ture: the Role of American and Non-Western People in Cross- Cultural Administration." Human Organization, XXII (1963). Whiting, J. W. M. "The Cross-Cultural Method." Handbook of Social Psychology. Edited by G. Lindsey. Reading, Mass.: Addison- Wesley, Pub. Co., 1954. Wittich, Walter A., and Schuller, Charles F. Instructional Technology; Its Nature and Use. 5th ed. New York, N.Y.: Harper and wa, Publishers, Inc., 1973. Yousef, Fathis S. "Cross-Cultural Testing: An Aspect of the Resistance Reaction." Language Learning, XVIII, Nos. 3 and 4 (1968), 227- 34. APPENDIX A PHILIPPINE MAP 101 Philippines —.—7_z O 100 Miles P/7/'//',0,0 /'/7 6’ 66/610615 .1 fl .5190 APPENDIX B XCA RATING SCALE XCAM CRITERION RATING SCALE - CONTROL GROUP (Visuals - Narration) The following rating scale presents extremes. —- — 2 3 4 5 6 (PIUS)+ -(minus) It is numbered, as you can see, one to seven. A check on a lower number means a greater acceptance or approval. A check on a higher number means a greater rejection or disapproval. 1. In the visual you have just seen, a) Would you have wanted local scenes rather than those presented? (+) 1 2 3 4 5 6 7 (-) b) Do you agree in keeping the national scenes? (+) 1 2 3 4 ’5 6 7 (-) c) Would you have wanted international scenes? (+) 1 2 3 4 5 6 7' (-) d) Would you have wanted American scenes shown? _-' (+) 1 2 3 4 5 6 7‘ (-) 2. In the audio of this module, a) Would you have preferred Filipino actors? (+) 1 2 3 4 5 6 7 (-) b) In the narration, would you have preferred Filipino diction? (+) l 2 3 4 5 6 7 (-) c) In the narration, would you have preferred a Filipino (a man)? (+) 1 2 3 4 5 6 7 (-) d) In the narration, would you have rather preferred a Filipina (a woman)? (+) 1 2 3 4 5 6 7 (-) 102 104 3. Were there any expressions or words or ideas that you didn't agree to in the audio? Explain and identify each. 4. Were there any graphics that you did not like? Explain and identify each. 5. Were there any scenes that you did not like? Explain and identify each. 6. Were there any pictures of people that you did not like? Explain and identify each. 105 XCAM CRITERION RATING SCALE (Tex?) The following rating scale presents extremes. 1' 2 3 4 5 5 7 (PIUS)+ -(minus) It is numbered, as you can see, one to seven. A check on a lower number means a greater acceptance or approval. A check on a higher number means a greater rejection or disapproval. 1. In the text of this module, a) Would you have local Filipino names rather than those presented? “—_-:‘ (+) 1 2 3 4 5 6 7 (-) b) Would you have wanted English within Filipino vocabulary? (+) 1 2 3 4 5 6 7' H c) In the role playing, would you have wanted international texts? (+) l 2 3 4 5 6 7 (-) d) Would you have wanted to keep American texts? (+) 1 2 3 4 5 6 7 (-) e) Would you have preferred Filipino expressions? (+) 1 2 3 4 5 6 7 (-) f) Would you have preferred a Filipino situation? (+) l 2 3 4 5 6 7 (-) 9) Would you say that the content of the text agrees with Filipino customs and philosophy? (+) 1 2 3 4 5 6 7 (-) h) Would you agree that the ideas presented would be understood by the Filipino educators? (+) 1 2 3 4 5 6 7 (~) APPENDIX C SAMPLES OF ORIGINAL AND REVISED VISUALS You will work very hard . . . you will feel frustation an annoyance from time to time . . . (annoyance and worry in Filipino sign language is shown by looking down, not up) Whether it works or not will depend upon you_and the effect you and your colleagues bring to it . . What are your responsibilities . . .? (Thumb up means "victory" in Filipino Sign language, it does not design a person) Therefore, as you come to glimpse the concepts of the instructional development model used in this Institute . . . . (The hippie style of the cartoon was rejected) 106 THE DAWN Unit 1 Module 2 (1) THE DAWN Unit 1 Module 2 (2) THE LIGHT 0F DAY Unit 2 Module 1 (3) 107 THE LIGHT OF DAY Unit 2 Module 1 (4) This Institute is an effort to break out of the box . . . (The superman was given the traits of the actor representing the superman in the Philippines in order to be recognized) THE LIGHT 0F DAY Unit 2 Module 1 (5) The illustion of certainty that is so comfortably characteristic of content . . . (The cartoon ballon man could not be identified) EVALUATION Unit 7 Module 1 (6) How would you define strength? . . . Perhaps you listed some of these indicators: being able to wrestle . . . being able to carry someone . . . (The third cartoon was rejected) — 11111111; {III nuuu THE IDI PROCESS Unit 2 Module 2 (7) "If you visit an American city . . . (The visuals of this module were changed to give a local color to the story) THE IDI PROCESS Unit 2 Module 2 (8) Pollution, pollution . . . (Stroh's beer is unknown; a San Miguel beer bottle was substituted . . . again, to bring in local color . . .) THE IDI PROCESS Unit 2 Module 2 (9) The rest of the study follows this team of teachers and specialists as they tackle their problem. (Filipino teachers in the visuals had a special appeal to the viewers) 109 "As President of Quality Objectives Corporation I can speak for all of us when I say we're happy to have visitors here." (The cartoons were changed for Filipino local cartoons) "That's correct. We're one of the Development companies." (Same reason as precedent) 733.15. a; 87 y 1 #4 $2 . @ATL \ (ARENA!) The Curriculum Peddlers buy from the Development Companies and sell to the Infernal Accrediting Commission . . . (local stockmarket place with Filipino flag sub- stituted the American stockmarket place) OBJECTIVE Marketplace Game Unit 5 Module 2 (10) OBJECTIVE Marketplace Game Unit 5 Module 2 (ll) OBJECTIVE Marketplace Game Unit 5 Module 2 (12) llO . .you are to write five words or phrases you feel describe what a person does when he demon- strates a love for his country. (The Filipino flag and attire was preferred) { gramme ”mu Tam-1:1: Dccnsuon‘waicflrt Once again, you must decide what YOU want the evaluative data to provide--what types of decisions you will want to make . . . (The overweight of the lady was not accepted for the cartoon) We could use such observable behaviors as holding hands, marriage, kissing, etc. . . . (The "hippie" type was rejected as well as the kissing) EVALUATION Unit 7 Module 1 (l3) EVALUATION Unit 7 Module 1 (l4) EVALUATION Unit 7 Module 1 (15) APPENDIX D ORIGINAL AND REVISED TEXT of the INNOVATION INTERACTION GAME I l I INNOVATION INTERACTION GAME by Thomas E. Harries GENERAL GAME INSTRUCTIONS PURPOSE OF THE GAME The Innovation Interaction Game is an exercise which is intended to: 1. 3. Make visible certain of the frustrations and underlying communication deficiencies which are typically present during committee functioning, and to provide the Institute participants with a common experience to serve as a reference point. Make visible clues and explanations for the frustrations and underlying deficiencies so that corrective and helpful measures might be brought to bear when you encounter them during actual committee functioning. Teach specific rules and procedures which will enable you to assist a curriculum committee to function in a productive and satisfying manner, to expedite meaningful and lasting instructional development. PROCEDURE OF THE GAME 1. The rules for winning are intentional/y not given but are hidden in the dynamics of the game exercise. Clues to the hidden rules will be provided through circumstances which the referees will introduce into the game. If adversity should befall your school, it will be because you are proceeding in a manner which is indifferent to or inconsistent with the principles of effective and efficient instructional development. If rewards befall your school, they indicate you are on the track. After a period of time, the referees will stop the game for debriefing, and will explain some of the hidden rules. By taking the referee's information into account, you should find that you will be earning more "quality points" for your school. “Quality points" are earned for effective and satisfying (for all concerned) programs of instruction. After each of two referee’s debriefings, you will work through a sequence of programmed instruction and a film will be shown which will illustrate some of the principles presented to you by the referees. At the conclusion of the third film (usually the day following the game), you will see a slide-tape documentation Of the NorwaIk-LaMirada schools. You will hear staff, faculty, and community leaders candidly discuss the successes and failures, the rewards and frustrations which they experienced during their efforts to improve their schools. You will then form TABS teams, but in a nongame situation. You will use all of the principles and procedures you have learned up to that point in the Institute, in order to begin defining a plan or strategy for undertaking actual instructional development within your own school or district after the Institute is concluded. UNIT 3 MODULE 2 1 IIZ HOW YOUR COMMITTEE CAN WIN THE MOST QUALITY POINTS FOR THE SCHOOL 1. Use the clues provided through the events Of the game, the principles and procedures presented by the referees during the briefing session, and the information which you get from the instructional films to design and propose an effective and efficient program of instructional development for Averageville School. Use your own professional experience and present professional situations as background (as modified by the school information which follows), but play your game role to the fullest extent. You need not feel self-conscious, since everyone else will be playing a role. Apply your own professional knowledge and expertise as appropriate within the context of the game and your role. YOUR OBJECTIVE IN THE GAME Your Objective during the exercise is to propose and have adOpted an effective and efficient program of instructional development in order to meet the problems of Averageville School. The committee which designs and proposes the most effective program of instructional development, that is, the committee whose approach to instructional development is most consistent with the known principles and procedures of effective and efficient instructional development, will be rewarded by the acquisition of quality points for their school. The ”winning" school is the one showing the greatest amount of improvement. RULES IN REGARD TO THE REFEREES 1. 2. 3. The decisions of the referees are final and binding at all times. You may contact the referees at any time and for any reason simply by going to their desks. The referees may ask for a ballot on any proposal which happens to be before the committee, in order to inform themselves Of the status of the proposal. Such a vote will be used by the referees to influence their feelings as to the effectiveness Of the committee. The referees will serve as "instant resource" for the school and may be approached by the committee at any time for that purpose. You may ask them for anything that is reasonable (e.g., a study of some aspect Of the school, information about this or that innovation, etc.) and they will provide it along with some logical consequence of the request such as a lapse of time, cost in money, and so forth. The referees may send you a special message with instructions to do something, or special information about someone on the committee, or about some proposal under consideration. Follow any instructions given or make use of any information input which you feel is useful. You may not contact anyone outside of the committee unless you get permission from the referees to do so. (Exception: you may talk freely with anyone that you chance to meet at the local bona fide refreshment center.) The referees will log game time at the rate of three months for each 15 minutes of elapsed gameatime. The schools which are more efficient will get more quality points. The referees will keep track of school quality points. UNIT 3 MODULE 2 2 H3 9. The referees will periodically stop the game to provide feedback on the progress of your school. You will be expected to make use of the information provided to identify the hidden rules of the game, which will be affecting your school’s progress and the accumulation of your quality points. RULES IN REGARD TO THE PRINCIPAL 1. The principal will begin the game by contacting you, either through a personal appearance, a memo, or by meeting with one of your representatives. DO not discuss any strategy or proposals until the principal has initiated contact. You may meet with the principal any time if the meeting is approved by the referees. React to the principal’s ideas in accordance with what you personally feel is best for the school. RULES IN REGARD TO THE COMMITTEE MEMBERS 1. React to each other according to your natural inclinations, as modified by the game role you have been assigned. YOU may leave the committee room with any other member(s) of the committee at any time with permission of the referees. If you specifically wish to meet with the principal, a member of another school system, or another group of referees, permission is required for these formal meetings. 3. The committee is free to adopt, modify, or reject any proposal as it sees fit. 4. Ignore visitors to the committee room, as they are not part of the game, unless the referees introduce them in some specific role (e.g., visitors to your school from another school). There will be a slide-tape introduction to clarify further the rules for playing, and your referees can answer questions at any time. Work hard and "good luck!!" COMMITTEE VITAE ALVIN ANN BLARNEY Age: 29 Educational Background: M.S., Education, Indiana University; 8.8., Education, Kentucky State Area of Specialty: Media, Science Hobbies: Photography, Painting, Fishing Marital Status: Married, one-year-Old son General: Scholarship winner, graduate assistant for two years at Indiana Suburban home on the outskirts Of Averageville Active in local Kiwanis (Assn. Of Women Professors) Spends summers on work study programs UNIT 3 MODULE 2 3 JO ANNE JOE Age: 27 Educational Background: BRATER Area of Specialty: Hobbies: Marital Status: General: ROBERT II4 M.S., Education, Columbia; B.A., History, Indiana University Social Studies, Specialist Training Travel, Sports, Hiking, Camping Single Winner of two scholarships and an EPDA fellowship Occupies an apartment in a ‘suburban community adjacent to that served by Averageville School Spends summers serving as a European tour guide CALDWELL, PRINCIPAL ROBERTA Age: 38 Educational Background: Area of Specialty: Hobbies: Marital Status: JANET INNIS JACK Age: 56 Educational Background: Area of Specialty: Hobbies: Marital Status: General: GARY GRETA Age: 30 Educational Background: Area of Specialty: Hobbies: Marital Status: General: JOHNSON UNIT 3 MODULE 2 Ed.S., Education, University of Maryland; M.A., Education, University of Maryland; 8.8., Education, University of Maryland Administration, Science Reading, History, Sports, Travel Married, twin sons, one daughter, 4 and 1 8.8., Education, Florida State University Science, Mathematics Church activities Married, three grown children Member of state teachers association Spends summers administering a church camp 8.3., Education, San Francisco State English Reading, Music, Part owner in small business Married, two children Member of state teachers association Spends summers at cabin on the Great Lakes FREDA FRED Age: 60 KALIBER Educational Background: Area of Specialty: Hobbies: Marital Status: General: BILL BETTY Age: 37 PATTE RSON Educational Background: Area Of Specialty: Hobbies: Marital Status: General: L RE 0 TTA SAXBY LARRY Age: 35 Educational Background: Area of Specialty: Hobbies: Marital Status: General: PAUL PAULINE Age: 40 SERBO Educational Background: Area of Specialty: Hobbies: Marital Status: General: UNIT 3 MODULE 2 115 8.5., Education, Iowa State University Biology Gardening, Reading classical literature Married, one grown child Winner of Good Teaching Award in 1940, 1947, 1953 and 1955 Member of national and state educational associations Spends summers at home 8.8., Education, Pennsylvania State Univ. Elementary Education, Social Studies Flying, Sports Single Member Of national and state education associations Townhouse apartment in central Averageville Spends summers working toward Specialist Degree in Elementary Education 8.8., Education, North Carolina State Vocational Education Gardening, Metalworking Married, two daughters, 12 and 7 Member of several professional education associations Spends summers as a machinist (fabric pattern maker) to earn supplemental income 8.8., Education, Louisiana Polytechnic Elementary Education Carpentry (Sculpture) Married, no children Who’s Who in American University Students Recipient of various scholarships Home in suburban Averageville Spends summers earning (sculptress) supplemental income as carpenter JOAN JOH N Age: 45 WHITE Educational Background: Area of Specialty: Hobbies: Marital Status: General: R OBERT WILLIAMS ROBIN Age: 53 Educational Background: Area of Specialty: Hobbies: Marital Status: General: 116 M.S., Education, University of Georgia; 8.8., Education, Purdue Social Studies, Counseling Coin Collecting, Gardening Married, two teenage daughters Winner of Good Teaching Award in 1963 and 1968 Home on the outskirts of Averageville School District Member of several professional organizations in counseling and education Spends summers as a worker at the State Mental Hospital M.S., Education, Oklahoma State; M.A., Speech, University of Illinois; 8.8., Social Studies, University Of Illinois Special Education, Social Studies Reading, Sports, Travel Married, teenage son and two daughters, 10 and 8 Winner of Good Teaching Award in 1958, 1962, 1965, 81 1969 Member Of Lions (Women’s Guild Of Professional Women) City Councilman Member of various professional groups in education Spends summers working in the State Rehabilitation Center and taking classes at Central State University SCHOOL DESCRIPTION —AVE RAG EVILLE, USA Use your present school situation as the game background, but modified by the following information. Averageville is an industrial town in the central part Of the United States, with a population of about 150,000 in its greater metropolitan area. There are several heavy industries: coal, aluminum, a heavy machinery manufacturer, and a large number of light industries. The city also serves as market and supplier for the extensive surrounding agricultural area. There is a high level of commercial enterprises, stores serving the immediate community, and warehouses serving smaller towns on the countryside. UNIT 3 MODULE 2 II7 Approximately 25% of the students come from low-income, disadvantaged homes, while another 25% represent a high-income group. The trend has been moving rapidly toward a preponderance of economically disadvantaged students. About 15% of the student population is black and 5% Mexican-American. Only five years earlier 5% of the students were economically deprived, and a negligible percentage of the student population was other than Caucasian. The student body presently numbers 31,000 with 1,300 faculty (1% other than Caucasian) and 610 staff (4% other than Caucasian). The school district in which the school resides encompasses a wide range of the local populace of discrepant ethnic and economic backgrounds. However, the school has been relatively quiet, with no extraordinary disruptions. Most disciplinary problems have been routine. However, there have been steadily increasing numbers of disruptive incidents. In the ghetto there are numerous gang fights, and one major fire was reported to have been arson. ”Black Jacket” gangs have been operating, and rumor has linked several of their leaders with the wealthiest residential area served by Averageville School. Ten students have had to be institutionalized because of overdose of hard drugs, and last year 20 students became pregnant and were required by regulations to withdraw from school. Economic support to the schools has generally been good, but the shutting down of a major supplier has closed off a major source of income to the community; and the previous school administrations have been accused by certain PTA opinion leaders of being too placid and yielding to political pressure. Some elements of the community hold that Averageville School is a time bomb which is ready to explode. Other elements hold that if represents a fine example of outstanding management, an island of serenity in ever-increasing chaos. No major educational or administrative procedural changes have occurred in the last ten years, since Averageville School moved into a new building. Certain parents have voiced increasing concern about a “lack of relevance" in the school's curriculum. Upper middle-class parents have expressed this concern in regard to the college preparatory program. Certain elements of the lower socioeconomic classes have been raising the same complaint regarding employability of their children after graduation. In response to these complaints, the retiring principal appointed a curriculum committee to answer this criticism. In order to avoid any accusations of bias, the committee was appointed by a random selection of the staff. Although the present committee members have all agreed to serve, anyone can resign at any time for reasonable cause. One member of the committee, Joe (JoAnne) Brater, who is new to the school this year, has been appointed by the new principal (Caldwell) so that one person on the committee might have completely fresh insight, unbiased by any earlier involvement with the school system. It is the first month of the new school year, and the first month of the new principal's official duties. Because of the committee's appointment late in the preceding year, and the "lame duck" status of the retiring principal, this is the first formal meeti g of the committee. UNIT 3 MODULE 2 7 INNOVATION INTERACTION GAME by Thomas E. Harries (Adapted Version) GENERAL GAME INSTRUCTIONS PURPOSE OF THE GAME The Innovation Interaction Game is an exercise which is intended to: 1. Make visible certain of the frustrations and underlying communica- tion deficiencies which are typically present during committee functioning, and to provide the Institute participants with a com- mon experience to serve as a reference point. . Make visible clues and explanations for the frustrations and un- derlying deficiencies so that corrective and helpful measures might be brought to bear when you encounter them during actual committee functioning. . Teach specific rules and procedures which will enable you to as- sist a curriculum committee to function in a productive and satis- fying manner, to expedite meaningful and lasting instructional de- velopment. PROCEDURE OF THE GAME 1. The rules for winning are intentionally not given but are hidden in the dynamics of the game exercise. . Clues to the hidden rules will be provided through circumstances which the referees will introduce into the game. If adversity should befall your school, it will be because you are proceeding in a manner which is indifferent to or inconsistent with the prin- ciples of effective and efficient instructional development. If rewards befall your school, they indicate you are on the track. . After a period of time, the referees will stop the game for de- briefing, and will explain some of the hidden rules. By taking the referee's information into account, you should find that you will be earning more "quality points" for your school. "Quality points" are earned for effective and satisfying (for all concerned) programs of instruction. After each of two referee's debriefings, you will work through a sequence of programmed instruction and a film will be shown which will illustrate some of the principles presented to you by the referees. 118 119 . At the conclusion of the third film (usually the day following the game), you will see a slide- -tape documentation of the Norwalk- LaMirada schools. You will hear staff, faculty, and community leaders candidly discuss the successes and failures, the rewards and frustrations which they experienced during their efforts to improve their schools. . You will then form TABS teams, but in a nongame situation. You will use all of the principles and procedures you have learned up to that point in the Institute, in order to begin defining a plan or strategy for undertaking actual instructional development with- in your own school or district after the Institute is concluded. HOW YOUR COMMITTEE CAN WIN THE MOST QUALITY POINTS FOR THE SCHOOL 1. YOUR Your Use the clues provided through the events of the game, the princi- ples and procedures presented by the referees during the briefing session, and the information which you get from the instructional films to design and propose an effective and efficient program of instructional development for Averagetown School. . Use your own professional experience and present professional sit- uations as background (as modified by the school information which follows), but play your game role to the fullest extent. You need not feel self-conscious, since everyone else will be playing a role. . Apply your own professional knowledge and expertise as appropriate within the context of the game and your role. OBJECTIVE IN THE GAME objective during the exercise is to propose and have adopted an effec to me signs ment, ment fecti the a schoo RULES 1. 2. tive and efficient program of instructional development in order et the problems of Averagetown School. The committee which de- and proposes the most effective program of instructional develop- that is, the committee whose approach to instructional develop- is most consistent with the known principles and procedures of ef- ve and efficient instructional development, will be rewarded by cquisition Of quality points for their school. The "winning" 1 is the one showing the greatest amount of improvement. IN REGARD TO THE REFEREES The decisions of the referees are final and binding at all times. You may contact the referees at any time and for any reason simply by going to their desks. 120 3. The referees may ask for a ballot oh any proposal which happens to be before the committee, in order to inform themselves of the sta- tus of the proposal. Such a vote will be used by the referees to influence their feelings as to the effectiveness of the committee. 4. The referees will serve as "instant resource" for the school and may be approached by the committee at any time for that purpose. You may ask them for anything that is reasonable (e.g., a study of some aspect of the school, information about this or that innova— tion, etc.) and they will provide it along with some logical con- sequence Of the request such as a lapse of time, cost in money, and so forth. 5. The referees may send you a special message with instructions to do something, or special information about someone on the com- mittee, or about some proposal under consideration. Follow my in- structions given or make use of any information input which you feel is useful. 6. You may not contact anyone outside of the committee unless you get permission from the referees to do so. (Exception: you may talk freelygwith anyone that you chance to meet at the local bona fide refreshment center?) 7. The referees will log game time at the rate of three months for each 15 minutes of elapsed game time. The schools which are more efficient will get more quality points. 8. The referees will keep track of school quality points. 9. The referees will periodically stop the game to provide feedback on the progress of your school. You will be expected to make use of the information provided to identify the hidden rules of the game, which will be affecting your school's progress and the accum- ulation of your quality points. RULES IN REGARD TO THE PRINCIPAL l. The principal will begin the game by contacting you, either through a personal appearance, a memo, or by meeting with one of your rep- resentatives. Do not discuss any strategy or proposals until the principal has initiated contact. 2. You may meet with the principal any time if the meeting is approved by the referees. 3. React to the principal's ideas in accordance with what you person- ally feel is best for the school. 121 RULES IN REGARD TO THE COMMITTEE MEMBERS 1. React to each other according to your natural inclinations, as modified by the game role you have been assigned. 2. You may leave the committee room with any other member(s) of the committee at any time with permission of the referees. If you specifically wish to meet with the principal, a member of another school system, or another group of referees, permission is required for these formal meetings. 3. The committee is free to adopt, modify, or reject any proposal as it sees fit. 4. Ignore visitors to the committee room, as they are not part of the game, unless the referees introduce them in some specific role (e.g., visitors to your school from another school). There will be a slide-tape introduction to clarify further the rules for playing, and your referees can answer questions at any time. hard and "good luck!!" MARCIANO BAUNA MERCEDES Age: 29 Educational Background: Area of Specialty: Hobbies: Marital Status: General: AIDA BRELADO ARISTON Age: 27 Educational Background: Area of Specialty: Hobbies: Marital Status: Work COMMITTEE VITAE M.A., Education, University of the Philippines 8.5., Education, San Carlos University Media, Science Photography, Painting, Fishing Married, one-year-old son Scholarship winner, graduate assistant for two years at University of Santo Tomas Suburban home on the outskirts of Averagetown Active in local Kiwanis (Assn. of Women Pro- fessors) Spends summers on work study programs M.A., Education, Ateneo de Manila A.B., History, University of San Agustin Social Studies, Specialist Training Travel, Sports, Hiking, Camping Single General: FILEMON 122 Winner of two scholarships and a FAPE fellow- ship Occupies an apartment in a suburban community adjacent to that served by Averagetown School Spends summers serving as a tourist guide CENDULA, PRINCIPAL FILEMONA Age: 38 Educational Background: Area of Specialty: Hobbies: Marital Status: PASCUAL JASPERIO PELAYA Age: 30 Educational Background: Area of Specialty: Hobbies: Marital Status: General: CONALDA PASCUAS DANILO Age: 60 Educational Background: Area of Specialty: Hobbies: Marital Status: General: RAMON VALISCO ROSITA Age: 40 Educational Background: Ed.S., Education, University of Maryland M.A., Education, La Salle College 8.5., Education, La Salle College Administration, Science Reading, History, Sports, Travel Married, twin sons, one daughter, 4 and l 3.5., Education, Far Eastern University English Reading, Music, Part owner in small business Married, two children Member of Parents-Teachers Association Spends summers in Zamboanga City 8.5., Education, Philippine Normal College Biology Gardening, Reading classical literature Married, one grown child Winner of Good Teaching Award in 1940, I947, 1953 and 1955 Member of national educational associations Spends summers at home 8.5., Elementary Education, National Teachers College Area of Specialty: Hobbies: Marital Status: General: JUANA MASTERIO JUAN Age: 45 Educational Background: Area of Specialty: Hobbies: Marital Status: General: LUCIANO TABON LUCRECIA Age: 53 Educational Background: Area of Specialty: Hobbies: Marital Status: General: 123 Elementary Education Carpentry (Sculpture) Married, no children One of the Ten Most Outstanding Students Recipient of various scholarships Home in suburban Averagetown Spends summers earning supplemental income as carpenter (sculptress) M.A., Education, St. Louis University 8.5., Education, St. Louis University Social Studies, Counseling Coin Collecting, Gardening Married, two teenage daughters Winner of Good Teaching Award in 1963 and I968 Home on the outskirts of Averagetown School District Member of several professional organizations in counseling and education Spends summers as a worker at the Philippine Mental Hospital M.A., Education, Letran College M.A., Speech, Ateneo de Manila University 8.3., Social Studies, Phil. Normal College Special Education, Social Studies Reading, Sports, Travel Married, teenage son and two daughters, IO and 8 Winner of Good Teaching Award in 1958, 1962, l965, and 1969 Knight of Columbus (Daughter of Isabela) City Councilman Member of various professional groups in educa- tion Spends summers working in the Rehabilitation Center and taking classes at the University of the Philippines 124 SCHOOL DESCRIPTION AVERAGETOWN, RIZAL, PHILIPPINES Use your present school situation as the game background, but modified by the following information. Averagetown is a first class industrial town in the central part of Rizal Province, with a population of about 150,000 including its neigh- boring barrios. There are several heavy industries: cement, aluminum, a tire manufacturer, and a large number of light industries. The town also serves as market and supplier for the extensive surrounding agri— cultural area. There is a high level of commercial enterprises, stores serving the immediate community, and warehouses serving smaller subur- ban towns. Approximately 25% of the students come from low-income, disadvantaged homes, while another 25% represent a high-income group. The trend has been moving rapidly toward a preponderance of economically disadvan- taged students. About 15% of the student population is composed of foreigners. Only five years earlier 5% of the students were economi- cally deprived, and a negligible percentage of the student population was other than Filipinos. The student body presently numbers 5,000 with 150 faculty (l% other than Filipinos) and 40 staff. The school district in which the school resides encompasses a wide range of the local populace of economic backgrounds. The school has been relatively quiet, with no extraordinary disruptions. Most disci- plinary problems have been routine. However, there have been steadily increasing numbers of disruptive in- cidents. One major fire was reported to have been arson. Ten students have had to be institutionalized because of overdose of hard drugs, and last year 20 students became pregnant and were required by regulations to withdraw from school. Economic support to the schools has generally been good, but the shut- ting down of a major supplier has closed off a major source of income to the community; and the previous school administrations have been ac- cused by certain PTA opinion leaders of being too placid and yielding to political pressure. Some elements of the community hold that Averagetown School is a time bomb which is ready to explode. Other elements hold that it represents a fine example of outstanding manage- ment, an island of serenity in ever-increasing chaos. No major educational or administrative procedural changes have occurred in the last ten years, since Averagetown School moved into a new build- ing. Certain parents have voiced increasing concern about a "lack of relevance" in the school's curriculum. Upper middle-class parents have expressed this concern in regard to the college preparatory program. 125 Certain elements of the lower socioeconomic classes have been raising the same complaint regarding employability of their children after graduation. In response to these complaints, the retiring principal appointed a curriculum committee to answer this criticism. In order to avoid any accusations of bias, the committee was appointed by a random selection of the staff. Although the present committee members have all agreed to serve, anyone can resign at any time for reasonable cause. One member of the committee, Ariston (Aida) Brelado, who is new to the school this year, has been appointed by the new principal (Cendula) so that one person on the committee might have completely fresh insight, unbiased by any earlier involvement with the school system. It is the first month of the new school year, and the first month of the new principal's official duties. Because of the committees appoint- ment late in the prEceding year, and the "lame duck" status of the re- tiring principal, this is the first formal meeting of the committee. APPENDIX E DISTRIBUTION OF PARTICIPANTS DISTRIBUTION OF PARTICIPANTS IDI, Angono, Manila (October 26-30) No. of Participants Organization* 4 DEC 4 PACU 4 ACSC 4 CEAP l6 IDI, Bajada, Davao (November 4-8) 4 DACS** 4 DACS** 4 NDEA** 4 NOMACS** 16 IDI, Quezon City (Manila) (November 12-16) *DEC: PACU: ACSC: CEAP: DACS: NDEA: NOMACS: MEC: 11 CEAP 1 ACSC 2 PACU 14 Department of Education and Culture Philippine Association of Colleges and Universities Association of Christian Schools and Colleges Catholic Educational Association of the Philippines Davao Association of Colleges and Schools Notre Dame Educational Association North Oriental Mindanao Association of Colleges and Schools Mindanao Educational Conference **DACS, NDEA and NOMACS are member associations of MEC. 126 APPENDIX F IDI DETAILED SCHEDULES P.M. ANGONO, RIZAL (October 26-60, 1973) - DETAILED SCHEDULE The Context of Instructional Development Minu DAY 1 Unit 1 Module 1 Module 2 Module 3 Module 4 Module 5 Schedule 5:00- 5:30 30 5:45 6:45- 7:07 22 7:07- 7:15 8 7:15- 7:55 40 7:55- 8:15 20 8:15- 8:30 15 8:30- 8:33 3 8:33- 9:08 35 9:08- 9:43 35 9:43-10:18 35 0:18-10:48 30 p Registration Introductory Presentation Puzzles Alternatives in Education Interest Inventory tes Activity/Presentation Unit 1 Module 1: Registration Supper Unit 1 Module 2: Introductory film Bridge 1 Dawn and Introductions Evolution of Education and Square Education films Unit 1 Module 3: Instructions and Puzzles Game Game Debriefing B r e a k Unit 1 Module 4: Introduction to Module 4 Discussion Group 1 Discussion Group 3 Discussion Group 3 Small Group Discussion Unit 1 Module 5: Distribute Interest Inventory articipants retire 127 128 DAY 2 - DETAILED SCHEDULE Unit 2 Introduction to the Instructional Development Process Module 1 Introduction to the System Approach Coffee Break Module 2 The Instructional Development Process Unit 3 The Innovation Interaction Game Module 1 Introduction to the Innovation Interaction Game Schedule Minutes Activity/Presentation A.M. 8:00- 8:30 30 Breakfast 8:55- 9:00 5 Collection of Interest Inventory Unit 2 Module 1: 9:00- 9:30 30 Bridge 2 System Approach Introduction and Slide/Tape 9:30-10:00 30 Team Review Exercise 10:00-10:15 15 Coffee Break Unit 2 Module 2: 10:15-10:40 25 1.0. Process Introduction and Slide/ Tape/Film 10:40-11:30 50 1.0. System Game 11:30-11:55 25 Game Scoring and Debriefing Unit 3 Module 1: 11:55-12:10 15 Introduction to the Innovation Interaction Game 12:10 L u n c h Break until 3:00 DAY 2 - SCHEDULE (Continued) P.M. Unit 2 Module 3 129 Introduction to Funny Money Module 4 A Concept of Change Module 5 Review Unit 3 The Innovation Interaction Game Schedule 3:00- 3:20- 3:36- 4:05- 4:30- 4:48- 5:25- 5:30- 6:00- 6:04- 6:15 During Break 8:00- 9:05- 9:20 3:20 3:26 4:05 4:30 9:05 Minutes 20 16 29 25 18 37 3O 11 65 15 Activity/Presentation Coffee Break Unit 2 Module 3: Introduction to Funny Money Part One of film Funny Money Grouping and Discussion Discussion Summary Reports and Part 2 of Funny Money film Unit 2 Module 4: Intro. and slide/tape/film for Concept of Change Concept of Change Grouping Discussion Discussion Summary Reports Unit 2 Module 5: Post Test Unit 3 Module 2: Bridge 3 Introduction to Innovation Interaction Game 5 u p p e r Role Meetings for Game Innovation Interaction Game Part 1 Referee Critique Participants retire at night or morning Assignment: AGSTTID, Part 1 A.M. P.M. 1 3‘0 DAY 3 - DETAILED SCHEDULE Unit 3 The Innovation Interaction Game (continued from Day 2) Module 2 Innovation Interaction Game Module 3 Norwalk-LaMirada Documentation Unit 4 Problem Definition and Organization Module 4 Planning Exercise, Function 1 Schedule Minutes Activity/Presentation 8:00- 8:30 30 Breakfast 9:00- 9:05 5 Referees Report Scores 9:05- 9:45 40 Film 1: Identify Problem 9:45-10:00 15 Coffee Break 10:00-11:00 60 Innovation Interaction Game, Part 2 11:00-11:25 25 Referee Critique 11:25-11:30 5 Recognition of Referees 12:00 L u n c h During break Part 2 of AGSTTID (p. 18-34) 2:15- 2:45 30 Film 2: Analyze Setting 2:45- 3:00 15 Coffee Break 3:00- 3:45 45 Part 3, 4: AGSTTID (p. 35-50) 3:45- 4:05 20 Film 3: Organize Management 4:05- 4:15 10 Summary Conclusion of Innovation S/T Interaction Game Unit 3 Module 3: 4:15- 4:20 5 Introduction to Norwalk-LaMirada 4:20- 4:55 35 Norwalk-LaMirada S/T Unit 4 Module 1: 4:55- 5:00 5 Form TABS Teams 5:00— 5:06 6 Show S/T - Bridge 4 5:06- 5:23 17 Show S/T - Function 1 5:23- 5:30 7 Distribute and Introduce Manual 5:30 S u p p e r 7:00- 9:55 155 Function 1 in Manual Participants retire 131 DAY 4 - DETAILED SCHEDULE Unit 4 Function 2-3 Unit 5 Prototype Specifications Planning Exercise (Part II) Module 1 Self Instructional Objectives Package Module 2 Objectives Marketplace Game Coffee Break Lunch Module 3 Planning Exercise, Function 4 Unit 6 Specifications of Methods Module 1 Strategies and Media Function 5 Schedule Minutes Activity/Presentation A.M. 8:00 Breakfast 9:00- 9:05 5 Show S/T - Function 2 9:05- 9:20 15 Function 2 in Manual 9:20- 9:29 9 Show S/T - Function 3 9:29- 9:59 30 Function 3 in Manual 9:59-10:15 Coffee Break Unit 5 Module 1: 10:15-10:20 5 S/T - Bridge 5 10:20-11:30 7O Self-Instructional package 11:30-11:40 10 IDI Self-Assessment 11:40 L u n c h DAY 4 - SCHEDULE (Continued) P.M. 2 hhhwwwwww 01 Schedule :45- 3:00 :00- 3:10 :10- 3:15 :15- 3:20 :20- 3:30 :30- 3:40 :40- 4:10 :10- 4:40 :40- 4:45 :45- 5:15 :15- 5:45 :45- 5:55 :55- 6:10 :15 :00- 8:10 :10- 9:10 Minutes 15 10 5 5 10 10 30 3O 5 30 30 10 15 10 60 132 Activity/Presentation Coffee break Unit 5 Module 2: S/T - Introduction to Game Explain IAC Rating Form Companies P's Read Role Sheets Review Game Procedure lst Quarter of Game 2nd Quarter of Game Feedback Session 3rd Quarter of Game 4th Quarter of Game Companies Prepare Reports Debriefing S u p p e r Unit 5 Module 3: Refonn TABS Teams and show S/T Function 4 Function 4 in Manual Participants retire 133 DAY 5 - DETAILED SCHEDULE Unit 7 Module 1 Evaluation Module 2 Planning Exercise Function 6-9 Module 3 What's Next Module 4 ‘Attitude Toward Instructional Development Module 5 Synthesis Schedule Minutes Activity/Presentation 8:00- 8:30 Breakfast 9:00- 9:05 5 Show slide/tape Function 5, Part 3 Unit 7 Module 1 - Function 6 in Manual 9:05- 9:15 10 Decision point’“M" in red manual p. 61 9:15- 9:17 2 Pass out Evaluation Manual Read script in Manual 9:17-10:17 60 Show slide/tape: Evaluation for Instructional Development 10:17-10:30 13 Coffee Break 10:30-10:34 4 Show slide/tape: Function 6 (Intro.) 10:34-12:04 9O Participants do decision points "N" through "R" in red manual 12:15 L u n c h 2:30- 2:34 4 Show slide/tape: Bridge 6 Formal entrance to evaluation with the means having been built into Function 6 Construct prototype 2:34- 2:45 15 Participants do decision points "S" through "U” in red manual 2:45- 2:57 12 Show slide/tape: Function 7 3:00- 3:15 15 Participants do decision points "V" through "X" 3:15— 3:25 10 Show slide/tape: Functions 8 & 9 Forest creatures finals 3:25- 3:32 7 Show slide/tape: Bridge 7 3:32- 4:02 30 Participants do What's Next 4:02- 4:32 30 Debriefing - Collect pages of Team ' Response Manual 4:32 Merienda - Pack up 6:00- 6:25 25 Show slide/tape/film 1: Synthesis - E n d - 134 BAJAOA, DAVAO QUEZON CITY (Nov. 4-8, 1973) (NOV. 12-16, 1973) DAY 1 - DETAILED SCHEDULE Unit 1 The Context of Instructional Development Module 1 Registration Module 2 Introductory Presentation Module 3 Puzzles Module 4 Alternatives in Education Module 5 Interest Inventory Schedule Minutes Activity/Presentation Unit 1 Module 1: P.M. 5300- 5330 30 Registration 5:45 Supper Unit 1 Module 2: 6:45- 7:07 22 Introductory film Bridge 1 Dawn and Introductions 7:07- 7:15 8 Evolution of Education and Square Education films Unit 1 Module 3: 7:15- 7:55 40 Instructions and Puzzles Game 7:55- 8:15 20 Game Debriefing 8:15- 8:30 15 B r e a k Unit 1 Module 4: 8:30- 8:33 3 Introduction to Module 4 8:33- 9:08 35 Discussion Group 1 9:08- 9:43 35 Discussion Group 3 9:43-10:18 35 Discussion Group 3 10:18-10:48 30 Small Group Discussion Unit 1 Module 5: Distribute Interest Inventory Participants retire N.B.: Take notice of the changes in schedule in days "4" and "5" in order to adapt to the Filipino concept of time. 135 DAY 2 - DETAILED SCHEDULE Unit 2 Introduction to the Instructional Development Process Module 1 Introduction to the System Approach Coffee Break Module 2 The Instructional Development Process Unit 3 The Innovation Interaction Game Module 1 Introduction to the Innovation Interaction Game Schedule Minutes Activity/Presentation A.M. 8:00- 8:30 30 Breakfast 8:55- 9:00 5 Collection of Interest Inventory Unit 2 Module 1: 9:00- 9:30 30 Bridge 2 System Approach Introduction and Slide/Tape 9:30-10:00 30 Team Review Exercise lO:OO-IO:15 15 Coffee Break Unit 2 Module 2: 10:15-10:4O 25 1.0. Process Introduction and Slide/Tape/Film 10:40-11:30 50 1.0. System Game 11:30-11:55 25 Game Scoring and Debriefing Unit 3 Module 1: 11:55-12:10 15 Introduction to the Innovation Interaction Game 12:10 L u n c h Break until 3:00 DAY 2 - SCHEDULE (Continued) P.M. Unit 2 Module 3 136 Introduction to Funny Money Module 4 A Concept of Change Module 5 Review Unit 3 The Innovation Interaction Game Schedule 3:00- 3:20- 3:36- 4:30- 4:48- 5:25- 5:30- 6:00- 6:04- 6:15 3:20 3:26 4:05 4:48 5:25 5:30 6:00 6:04 6:15 Minutes 20 16 29 18 37 3O 11 During break 8:00- 9:05 9:05-9:20 65 15 Activity/Presentation Coffee Break Unit 2 Module 3: Introduction to Funny Money Part One of film Discussion Summary Reports and Part 2 of Funny Money film Unit 2 Module 4: Intro. and slide/tape/film for Concept of Change Concept of Change Grouping Discussion Discussion Summary Reports Unit 2 Module 5: Post Test Unit 3 Module 2: Bridge 3 Introduction to Innovation Interac- tion Game S u p p e r Role Meetings for Game Innovation Interaction Game Part 1 Referee Critique Participants retire at night or morning Assignment: AGSTTID, Part 1 A.M. P.M. 137 DAY 3 - DETAILED SCHEDULE Unit 3 The Innovation Interaction Game (continued from Day 2) Module 2 Innovation Interaction Game Module 3 Norwalk-LaMirada Documentation Unit 4 Problem Definition and Organization Module 1 Planning Exercise, Function 1 Schedule Minutes Activity/Presentation 8:00- 8:30 30 Breakfast 9:00- 9:05 5 Referees Report Scores 9:05- 9:45 40 Film 1: Identify Problem 9:45-10:00 15 Coffee Break 10:00-11:00 60 Innovation Interaction Game, Part 2 ll:OO-ll:25 25 Referee Critique 11:25-11:30 5 Introductions 12:00 L u n c h During break Part 2 of AGSTTID (p. 18-34) 2:15- 2:45 30 Film 2: Analyze Setting 2:45- 3:00 15 Coffee Break 3:00- 3:45 45 Part 3, 4: AGSTTID (p. 35-50) 3:45- 4:05 20 Film 3: Organize Management 4:05- 4:15 10 Summary Conclusion of Innovation Interaction Game Unit 3 Module 3: 4:15- 4:20 5 Introduction to Norwalk-LaMirada 4:20- 4:55 35 Norwalk-LaMirada S/T Unit 4 Module 1: 4:55- 5:00 5 Form TABS Teams 5:00- 5:06 6 Show S/T - Bridge 4 5:06- 5:23 17 Show S/T - Function 1 5:23- 5:30 7 Distribute and Introduce Manual 5:30 5 u p p e r 7:00- 9:55 155 Function 1 in Manual Participants retire A.M. DAY 138 4 - DETAILED SCHEDULE Unit 4 Function 2-3 Unit 5 Prototype Specifications Planning Exercise Module 1 Module 2 Module 3 (Part II) Self-Instructional Objectives Package Objectives Marketplace Game Coffee Break Lunch Planning Exercise, Function 4 Unit 6 Specifications of Methods Schedule 8 8: 8 9 9 10: 10: 11 12: :OO 45- 8:50 :50- 9:20 :20- 9:29 :30-10:3O 35-10:40 40-11:50 :50-12:OO MOdUIe 1 Minu 30 30 70 10 Strategies and Media Function 5 tes ActivitylPresentation Breakfast Show S/T - Function 2 Function 2 in Manual Show S/T - Function 3 Function 3 in Manual Unit 5 Module 1: S/T - Bridge 5 Self-Instructional Package I D I Self-Assessment L u n c h III: II l. I III. .I flli ll ii!!! '1 I Fungi DAY 4 - SCHEDULE (Continued) P.M. Schedule 1:30- 1:40 1:40- 1:45 1:45- 1:50 1:50- 2:00 2:00- 2:10 2:10- 2:40 2:40- 3:10 3:10- 3:15 3:15- 3:45 3:45- 4:15 4:15- 4:25 4:25- 4:40 4:40- 4:50 4:50- 6:15 7:30- 7:40 7:40- 9:00 9:00- 9:04 9:04- 9:45 9:45- 9:50 Minutes 10 5 5 10 10 3O 30 5 30 30 10 15 10 85 10 80 4 41 5 139 Activity/Presentation Unit 5 Module 2: S/T - Introduction to Game Explain IAC Rating Form Companies P's Read Role Sheets Review Game Procedure lst Quarter of Game 2nd Quarter of Game Feedback Session 3rd Quarter of Game 4th Quarter of Game Companies Prepare Reports Debriefing Unit 5 Module 3: Reform TABS Teams and show S/T Function 4 S u p p e r S/T Function 5 (1) Media Manual S/T Function 5 (2) Media Manual - Step 5 S/T Function 5 (3) A.M. Unit 7 Module Module Module Module Module 01-9de Schedule 8:00- 8:30 9:00- 9:10 9:10- 9:12 9:12-10:12 10:12-10:16 10:16-12:15 12:15 1:30-1:34 1:34-2:00 N :00- 2:12 :12- 2:30 N 2:30- 2:40 N :40- 2:47 :47- 3:30 :30- 4:00 (JON .b :00- 4:30 :30- :00- 6:25 01-5 140 DAY 5 - DETAILED SCHEDULE Evaluation Planning Exercise Function 6-9 What's Next Attitude Toward Instructional Development Synthesis Minutes Activity/Presentation Breakfast Unit 7 Module 1 - Function 6 in Manual 10 Decision point "M" in red manual p. 61. Pass out Evaluation Manual Read script in Manual 60 Show slide/tape: Evaluation for Instructional Development 4 Show slide/tape: Function 6 (Intro.) 119 Participants do decision points "N" through "R" in red manual L u n c h 4 Show slide/tape: Bridge 6 Formal entrance to evaluation with the means having been built into Function 6 Construct prototype 26 Participants do decision points "S" through "U" in red manual 12 Show slide/tape: Function 7 18 Participants do decision points "V" through "X" 10 Show slide/tape: Functions 8 & 9 Forest creatures finale 7 Show slide/tape: Bridge 7 43 Participants do What's Next 30 Debriefing - Collect pages of Team Response Manual 30 Evaluation sheets Merienda - Pack up Show slide/tape/film 1: Synthesis - E n d - APPENDIX G SYNOPSIS 0F IDI FILMS SYNOPSIS OF IDI FILMS VISUAL LITERACY, GESUNDHEIT, THANK YOU! - Although man has been using visuals to communicate for a very long time, he still donwgrades their importance in favor of print, especially in education. Using a mixture of animation, filmograph, live action techniques, voices of experts on the subject, and jazz improvisations, the film illustrates the concept of visual literacy, and explores its importance in the current "multi- media world." It then shows examples of the creative use of visuals in various school situations from K through 12 in a variety of subject areas. WHO IS MISS BRETT? - By using a series of vignettes the film reveals some pertinent facts about the life of an innovative teacher. We never see Miss Brett directly, but observe the evidence of her teaching style on the lives of others, such as her pupils, her fellow teachers, the school administration, her sister, the school custodian, parents, etc. FUNNY MONEY - The first half of the film deals with the difficulty a teacher has in trying to teach a group of retarded readers. Pete Dixon is asked by his principal to take over the class. After observing the group, Pete accepts the challenge. Since the group does not respond to grades, Pete will have to resort to something else. The second part of the film shows his intervention and the comments of the superintendent and principal. 141 Typed and Printed in the U.S.A. Professional Thesis Preparation Cliff and Paula Haughey 144 Maplewood Drive " East Lansing. Michigan 48823 Telephone (517) 337-1527 ‘II‘IIIIIIIIIIIIIIII“