Making Sense of Intercultural Interaction

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Author(s): Kate Dunsmore (Fairleigh Dickinson University, USA)
Copyright: 2014
Pages: 21
Source title: Cases on Teaching Critical Thinking through Visual Representation Strategies
Source Author(s)/Editor(s): Leonard J. Shedletsky (University of Southern Maine, USA)and Jeffrey S. Beaudry (University of Southern Maine, USA)
DOI: 10.4018/978-1-4666-5816-5.ch007

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter presents a visual sense-making activity in the field of intercultural communication. The activity is rooted in the literature that treats learning as a process of constructing meaning. The premise for this activity is that critical thinking depends on learning beyond memorizing discrete items. This perspective views learning for critical thinking as a process of integrating new knowledge into existing mental frameworks, which are then re-shaped in the learning process. The discussion begins with foundations in learning theory and their application to teaching intercultural communication. The description of the activity begins with the classroom setting and concludes with an appraisal of the activity in practice. Considerations of technology, curriculum design, and combining pedagogical strategies are included.

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