An instructional design on Yoruba, Gujarati and Algerian spaces

This paper presents an instructional design utilizing Yoruba, Gujarati, and Algerian spaces to help educators integrate diverse cultural and global perspectives in design education. The authors illustrate how educators can develop more effective instruction through an instructional design process that uses fundamental components such as the learners, objectives, methods, and evaluation symbiotically. The authors utilize Grant's 1991 pedagogical approach for introducing diversity in design education, Anderson's ACT-R theory (1995) which focuses on three stages of skill acquisition: cognitive, associative, and autonomy, and Bloom's (1956) six levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation to develop an instructional design on Yoruba, Gujarati and Algerian spaces. The instructional design process utilizes three pedagogical approaches suggested by Grant (1991) for introducing diversity in design education. They are: 1. The Inclusion Approach, which utilizes examples from non-Western perspectives as references for discussing design ideas. 2. The Contribution Approach, which selects non-Western "invisible designers" and analyzes the contributions they have made. 3. The Transformational Approach, which is a product of the first two approaches. The authors will share their results and findings, as well as student outcomes of how this instructional design process helped them in integrating diverse cultural and global precedents in teaching design to help other educators. Corroborating previous research, the findings of the present research suggests that the inclusion of diverse cultural and global perspectives in Design education results in a plethora of design possibilities that lead to better design outcomes; hence better designer training.