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Designing ORIENT based on Bennet’s Stages of Integration

Designing ORIENT based on Bennet’s Stages of Integration. Theoretical Background. Key reference: Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience. Yarmouth, MN: Intercultural Press.

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Designing ORIENT based on Bennet’s Stages of Integration

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  1. Designing ORIENT based on Bennet’s Stages of Integration

  2. Theoretical Background • Key reference: • Bennett, M. J. (1993). Towardsethnorelativism: A developmental model of intercultural sensitivity. In M.Paige (Ed.), Education for the intercultural experience. Yarmouth, MN:Intercultural Press.

  3. Learning mission… Users have to achieve a series of tasks that are related to a common goal of saving the planet 1st step: “Mirror of Self-awareness”: learning about the rules in one’s own culture (BARNGA – or teach the virtual agent to play a card game of human culture) 2nd step: “Olympia of Precious Differences” learning about differences between cultures (BARNGA – participating in the card-game joust) 3rd step: “Venue of Commonalities” learning about commonalities among teenagers from different cultures (victuals embarrass by own parents = together “convincing” parents to let go) 4th step: “Station of Conflict Resolution” overcoming a conflict situation (common interest dilemma) 5th step: “Palace of Friendship” rewarding end situation (party) 6th step: “Ambush of Golden Book” sharing the collect information, produce a shared “output” and thus “saving the world”

  4. The Story Stage 1 Stage 2 Stage 3 Stage 5 Stage 2 & 3 Reporting to Space Command Stage 6 Stage 4

  5. Stage 1 • 1st step: “Mirror of Self-awareness”: learning about the rules in one’s own culture (e.g. BARNGA) • Achieved on spaceship • Embedded in the artefacts / activities • Information use, maps, greetings, reactions, etc. • Space ship represents our culture • High tech • Visual, textual and audio artefacts • Human appearance • Meets user expectations

  6. Stage 2 • 2nd step: “Olympia of Precious Differences” learning about differences between cultures (BARNGA – participating in the card-game joust) • Partially achieved in Act 1 on spaceship • Activities related to finding out information about Sprytes along with some key differences • Gesturing (only partial info) • Appearance / Activities • Back story and history • Further explored once users meet Sprytes

  7. Stage 3 • 3rd step: “Venue of Commonalities” learning about commonalities among teenagers from different cultures (victuals embarrass by own parents = together “convincing” parents to let go) • Interacting with Sprytes in range of activities • Social (meal) • Leisure (tree surfing) • Numerous commonalities BUT • Some conflicts (to be explored more in stage 4) • Some significant differences, some benign and others with significant impact for next stages

  8. Stage 4 • 4th step: “Station of Conflict Resolution” overcoming a conflict situation (common interest dilemma) • Collarborial damage scenario (on BCSW) • Main action happens in tree felling plot node • Resolution occurs in ravine plot node followed by party in stage 5

  9. Stage 5 • 5th step: “Palace of Friendship” rewarding end situation • Party (already very well received even in trailer form)

  10. Stage 6 • 6th step: “Ambush of Golden Book” sharing the collect information, produce a shared “output” and thus “saving the world” • End screens • User outputs “report to space command”

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