How Technologies Can Localize Learners in Multicultural Space: A Newly Developed "Global Studies" Curriculum

The didactic thesis of this paper is that web-supported learning tools (Schwartz et al., 2003) have to facilitate BLOCKINintercultural BLOCKINunderstanding. This paper's approach suggests that deeper dialogue-induced cognition in Dewey's sense (Berding, 1999) can enhance interparadigmatic understanding, civilisational evolution and mul-ticultural education towards democratisation (Purnendu & Tripathi, 2003). In a " learning society " , the integration of views and perspectives constitutes the core of multicultural processes. Moreover, learning technologies will hopefully contribute to entrepreneurialism (Woods & Woods, 2011), to a learning community (Robertson, 2011), to reflecting on others' philosophies (Wang, 2011), and finally achieve mutual integration of learners' views into a consensus. Here the change BLOCKINof BLOCKINroles is enabled and prompts learning; this opens up the possibility of using the wide range of game-based learning and role play (Prensky, 2001). Managed learning environments are optimally designed in a way to suit various learner types and may