THE PRINCIPLES OF DESIGN OF MULTICULTURAL INFORMATIONAL EDUCATIONAL ENVIRONMENT

In modern society, tutors often interact with a multicultural student’s audience in the traditional or online format. The majority of tutors emphasize the problem of constructive knowledge transfer in a multicultural learning environment as the main problems in this context, in addition to cognitive, communication and psycho-pedagogical specifics. The development of education that is receptive to cultures needs not only specialists in different subjects, but also teachers who have knowledge in the cross-cultural differences sphere. These days training courses and programs including distance learning are mono-cultural that is not fully meet the needs of students in information society. Thereby, the main question is how to build constructive education in the cross-cultural education context. We claim that nowadays there is a necessity of training the specialists with a developed cultural intellect. In this paper we develop some ways of optimizing the education process in a cross-cultural environment. Today multicultural student’s audience is not a rare occurrence in both traditional and online educational practices. Thereby, we conducted a survey of teachers who had a similar experience and as the result we have identified a number of specific difficulties to these types of student’s audiences that do not encounter in mono-cultural environments: different communication models in the “teacher-student” system, culturally-specific peculiarities of educational information and content representation, cognitive features and the decision-making specificity, different understandings of “creativity” concept, an ambiguous understanding of educational tasks, terminology, preferred type of test materials, etc. In this case, there is a question: how to provide the constructive build-up of competence model in the national culture and professional polyphony framework? In other words, how to organize a “course’s design” which is directed at the multicultural audience and provide constructive knowledge transfer? Thereby, we face with phenomenon of an educational cross-culture. In this paper we define educational cross-culture as the totality of: 1. Tutor’s culture (national and professional). 2. Student’s culture (national and professional). 3. Semiotic space (of educational institute or online resource) and the discipline’s thesaurus

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