Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social

Constructivism? A Dynamically-Designed Multimedia Content Creation

Programme for High School Students in Japan

Dunya Donna Chen, Jiayi Lu and Keiko Okawa

Graduate School of Media Design, Keio University, Yokohama, Japan

Keywords:

DEI, Multimedia Content Creation, Dynamic Module Design, Soft Skills, Social Constructivism.

Abstract:

This article presents a nonformal learning programme implemented in a Japanese high school, focusing on

exploring Diversity, Equity, and Inclusion (DEI) topics through a multimedia content creation project. The

programme employs a dynamic module design, characterized by student-centred learning, a comprehensive

feedback loop, and timely adjustments to tailor to students’ learning paces. This nonformal approach allows

students to experience DEI concepts closely, diverging from traditional formal education methods. Student

reﬂections indicate increased awareness and appreciation of diversity, enhanced empathy, cross-cultural un-

derstanding, and development of critical soft skills through DEI experiences and multimedia content creation.

The ﬁndings suggest that high school students can effectively grasp abstract concepts like DEI experientially.

The programme’s dynamic design offers a model for creating large-scale, learner-focused curricula. Addi-

tionally, the collaboration between a graduate school and a local high school demonstrates a potential role for

higher education institutions in supporting community education initiatives.

1 INTRODUCTION

1.1 Constructing Knowledge of DEI

The notion of Diversity, Equity, and Inclusion (DEI)

has nurtured researchers’ consideration in recent

years as an imperative subject worldwide, Japan in-

cluded (Wang et al., 2023). In Japan, whilst certain

fundamentals of DEI are conversed in formal educa-

tion through the facets of Sustainable Development

Goals (SDGs), areas for enhancement remain (Hi-

rata, 2023). One presently noticeable contextual con-

straint, though Japan has been welcoming additional

foreigners in recent years, is the partially diverse rep-

resentation in its communities (Hirata, 2023). This

context provides limited interpersonal prospects for

students to experience, which may be viewed as a

forego on the opportunities for deepening understand-

ing (Chan, 2023). Nevertheless, fostering cognizance

of DEI amongst younger generations in Japan is vital,

as it cultivates empathy, understanding, and apprecia-

tion of entities from diverse backgrounds.

Familiarizing youngsters with the core tenets of

DEI holds immense value in shaping a tolerant and

informed generation who is capable of navigating the

diverse modern society. A recent study has raised last-

ing dialogue about whether formal education alone ef-

fectively distributes abstract concepts (Smith, 2021).

Studies suggest intellectual sophistication is crucial in

grasping abstract philosophies (Pexman et al., 2023;

Pollarolo et al., 2023). Given that adolescence is a

critical period for the development of the prefrontal

cortex, which underpins the ability for abstract think-

ing, variations in this developmental stage can af-

fect the understanding of DEI’s nuanced principles

(Kolk and Rakic, 2022; Dumontheil, 2014). There-

fore, constraining DEI education to formal learning

settings only may overlook alternative routes in deliv-

ering these indispensable values.

1.2 Opportunity and Programme Goal

Cognitively acquiring knowledge differs from ac-

tively constructing personal understandings through

real-life experiences. To address this dichotomy, it’s

beneﬁcial to move away from rigid teaching meth-

ods and instead implement dynamic, adaptive pro-

grammes that are tailored to individual learners’ de-

velopmental paths. This approach is particularly rele-

vant in the context of DEI, which isn’t always a cen-

680

Chen, D., Lu, J. and Okawa, K.

Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content Creation Programme for High School Students in Japan.

DOI: 10.5220/0012723800003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 2, pages 680-688

ISBN: 978-989-758-697-2; ISSN: 2184-5026

tral focus in standard curricula, particularly in coun-

tries like Japan where core subjects are emphasized

during school time (Janes, 2010). This gap high-

lights the potential for elective programmes or ac-

tivities centred on DEI topics. Research indicates

that DEI learning can effectively occur outside tradi-

tional classroom environments (Rubenzer and Pierce,

2023). According to the deﬁnition by the UNESCO

Institute for Statistics (UIS), nonformal education is

characterized as “an addition, alternative, and/or com-

plement to formal education”, and nonformal educa-

tion can cover “programmes contributing to adult and

youth literacy... as well as programmes on life skills,

work skills, and social or cultural development” (UIS,

2012). Therefore, in addition to formal education,

nonformal learning, including non-lecture-based ac-

tivities, fosters an experiential learning setting, en-

abling learners to engage in meaningful discussions

and interactions around DEI topics, thereby promot-

ing the development of critical thinking skills (Gaab

and Vogel, 2024).

The proposal aims to provide supplementary sup-

port to prepare younger generations with the skills,

perspectives, and behaviours needed to foster a gen-

uinely inclusive and equitable society. Ultimately,

embedding DEI education effectively requires a com-

mitment to prioritizing it, while the constraints within

formal educational frameworks present opportuni-

ties to explore unconventional methods of incorpo-

ration and engagement. Investigating how to cre-

ate a learning environment that effectively supports

150 Japanese high school students in constructing the

knowledge of DEI is a complex but vital endeavour.

The goal of the paper is to explore and document the

impact of the intended endeavour to facilitate ado-

lescents’ knowledge of DEI through a socially con-

structed and dynamically designed programme. De-

tails include a blend of dynamically intended mecha-

nisms, carving physical settings, utilizing virtual plat-

forms, and supportive facilitator contacts that provoke

open dialogues, cross-cultural interactions, and joint

reﬂections.

2 STRUCTURE OF DISCUSSION

This paper aims to explore the education of DEI

within formal high school settings in Japan, question-

ing whether such structured approaches adequately

enable youngsters to fully grasp abstract concepts like

DEI. Recognizing this gap, a dynamically designed,

nonformal programme was initiated in 2023 for 150

female students at Fujimigaoka High School for Girls

in Tokyo. Section 3 outlines speciﬁc strategies de-

rived from grounding concepts, followed by practical

procedures to foster involvement and interactions for

students to experience DEI. Additionally, it discusses

reﬂections on the proposed mechanism and outcomes,

showcasing multimedia creation produced. The sub-

sequent sections discuss the key success factors, and

potential for adaptation, summarizing insights and

factors for smooth implementation. Feedback from

students shed light on the effectiveness, emphasizing

the advantages of nonformal, active learning and in-

teractive discussions in experiencing DEI concepts.

3 THE PROPOSED PROGRAMME

3.1 Key Actors

Implementing the proposed DEI programme involves

the following key actors: students, facilitators, and

programme designers. At the forefront are 150 Grade

10 female students from Fujimigaoka High School

for Girls in Tokyo, Japan. The 150 students work

on projects in a small-group collaborative learning

way. They are randomly assigned to 26 groups with

ﬁve to six students in each group. Another critical

element of the programme includes the enthusiastic

volunteer facilitators from Keio University Graduate

School of Media Design (KMD), with a wide array of

cultural, ethnic, and linguistic backgrounds. Coming

from over 15 countries and spanning ages from 22 to

64, this diverse group embodies the commitment to

inclusivity and diversity. The facilitators are assigned

randomly and in rotation to ensure a dynamic and var-

ied learning environment. This rotating cast enables

students to encounter facilitators from various back-

grounds in every session and brings a ﬂow of fresh

perspectives, stories, and interactions, sustaining stu-

dent interest and engagement. To ensure consistency

and reliability, facilitator brieﬁng sessions held by

programme designers were conducted to align session

content and facilitation skills before each session.

3.2 Grounding Concepts

3.2.1 Nonformal Learning and Social

Constructivism

The proposed programme has been designed based on

a series of foundational concepts to create an engag-

ing and effective learning environment. In this envi-

ronment, students are encouraged to actively immerse

themselves in experiencing DEI through various syn-

chronized activities. This programme complements

formal education and is grounded in the principles of

Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content

Creation Programme for High School Students in Japan

681

nonformal learning (UIS, 2012) and social construc-

tivism (Vygotsky and Cole, 2018).

Social constructivism, in particular, emphasizes

the importance of social interactions in the formation

of knowledge and meaning. It explores how mean-

ings emerge from collective processes, environments,

and negotiations. Individuals draw on their previous

experiences and knowledge to interpret meanings in a

continuous process, constantly reviewing and updat-

ing their understanding (Vygotsky and Cole, 2018).

In line with this perspective, nonformal learn-

ing represents a departure from traditional educa-

tional settings, while social constructivism positions

students as active contributors in the collaborative

creation of shared knowledge (Chen et al., 2023b).

Jointly, these foundational principles provide students

with a dynamic and layered context to engage with in-

tricate DEI matters. This approach fosters a deeper

understanding of the relevance and importance of

these issues in contemporary society.

3.2.2 Guided Participation and Zone of

Proximal Development (ZPD)

This programme’s approach highlights learning

through action, involving small group interactions,

concrete elements, open inquiries, and peer teaching

(Rogoff et al., 2003). In contrast, traditional edu-

cational practices often involve passive learners re-

ceiving information from external authorities. With

the aim to extend to adult facilitators, the proposed

programme enables them to reﬂect on their needs,

develop solutions, and achieve success while incor-

porating community participation, organization, and

evaluation. Collaboration is a crucial aspect of the

proposed programme, entailing active, respectful co-

operation among diverse groups and valuing both in-

dividual contributions and collective efforts, which is

one of the 21st-century skills for the youths to de-

velop (INEE, 2010). The proposed programme is

based on these foundational ideas, aiming to foster

collaboration in communal settings, enhance intrinsic

motivation, and beneﬁt from engaging social interac-

tions among students and between students and facil-

itators. It draws inspiration from Rogoff’s “guided

participation” and Lave and Wenger’s “legitimate pe-

ripheral participation,” suggesting that children’s de-

velopment is enhanced through active participation in

cultural networks, where learners and caregivers, in

this case, facilitators, collectively develop the skills,

values, and knowledge of their community (Rogoff

et al., 1993; Rogoff, 2008; Lave and Wenger, 2001).

Incorporating Vygotsky’s theories, guided prac-

tice involves systematically structuring instructional

frameworks by experts to help learners reach their

learning milestones (Vygotsky and Cole, 1978). Po-

sitioned within the Zone of Proximal Development

(ZPD), which is the gap between a learner’s current

ability and their potential development with adequate

support, the programme is designed to allow facili-

tators to adjust their level of intervention based on

learners’ progress (Vygotsky and Cole, 1978; Chen

et al., 2023b). As learners demonstrate increas-

ing independence in completing tasks, experts grad-

ually reduce support, thereby strengthening learners’

self-conﬁdence and capabilities (Vygotsky and Cole,

1978; Clapper, 2015).

3.2.3 The Fan Model and Eastern Philosophies

The proposed programme integrates the Fan Model

(Levy et al., 2018). This learner-centred programme

is designed to foster social communication, reduce

the hierarchical distance between facilitators and stu-

dents, promote reciprocal learning, and nurture re-

spectful communal connections across various ages

and cultures. To effectively engage 150 students in

DEI experiences, the programme employs a cascad-

ing implementation framework (programme design-

ers – volunteer facilitators – students in each session)

based on the Fan Model (Levy et al., 2018). This ap-

proach also aims to enhance the facilitators’ profes-

sional development through active participation in so-

cial interactions and reﬂective practices, aligning with

the principles of social constructivism (Vygotsky and

Cole, 2018).

In addition, the programme incorporates two East-

ern philosophies. First, inspired by “Ichigo Ichie,”

which emphasizes the uniqueness and value of each

encounter, facilitators are rotated randomly for each

session. This aspect of the programme encourages

students to cherish moments with peers and facili-

tators, fostering appreciation and reﬂection on these

interactions (Chen et al., 2023a). The second phi-

losophy, “San Ren Xing Bi You Wo Shi,” suggests

that one can learn from anyone in a group, regardless

of social status or background (Chen et al., 2023a).

The programme is designed to encourage interper-

sonal communication among students and facilita-

tors, thereby breaking down traditional hierarchies.

This socialization is intended to enhance relationship-

building and motivate student learning, facilitating

open dialogue with facilitators and developing social

skills based on respect and empathy.

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3.3 Programme Design

3.3.1 Creating the Learning Environment

Grounded on nonformal education, as previously de-

ﬁned in Section 1.2, the proposed programme in-

tegrates Project-Based Learning (PBL) to enhance

the development of critical 21st-century skills, also

known as soft skills, in students, going beyond the

scope of traditional formal learning environments

(Vogler et al., 2018; Sharma, 2016; Chen et al.,

2023b).

To ensure authenticity, the programme is delib-

erately designed to require students to engage with

real-world scenarios, prompting them to undertake

investigative and analytical tasks. Speciﬁcally, this

learning environment is geared towards establishing

a robust foundation in information literacy. Students

are encouraged to delve deeply into topics of inter-

est for thorough exploration, gather data from diverse

sources to form their viewpoints, and then express

their understanding through the creation of multime-

dia content.

3.3.2 Embedding the Social Interaction

Inspired by socio-emotional intelligence (Devis-

Rozental et al., 2018), the proposed programme cre-

ates a cooperative atmosphere through various activi-

ties in each session, facilitating dialogue and collabo-

ration. This approach solidiﬁes understanding of DEI

principles. Artistic activities like crafting, sculpting,

and storytelling enhance participants’ creativity, rein-

forcing their memory of previous lessons and boost-

ing engagement.

The curriculum is thoughtfully tailored to stu-

dents’ cognitive stages, emphasizing learning through

experiencing. The programme’s structure shown in

Figure 1 comprises three distinct phases, each con-

tributing to a deeper understanding that extends be-

yond the in-session interval:

Figure 1: Constructing DEI through planned peer interac-

tions.

1. Pre-Session. This stage introduces upcoming ses-

sion themes and encourages students to explore

related information independently. The goal is to

spark curiosity and motivate self-directed learn-

ing.

2. Implement. Here, facilitators interact with stu-

dents during sessions to discuss gathered in-

formation and explore session-speciﬁc activities.

These interactions deepen intellectual understand-

ing, with facilitators helping to clarify abstract

concepts like cultural notions. Students then

translate their ﬁndings into multimedia stories,

choosing their preferred expression method. This

phase fosters collaborative learning and commu-

nication, as participants actively share and listen

to each other’s ideas.

3. Post-Session. This ﬁnal phase focuses on encour-

aging students to continue interacting indepen-

dently, with facilitators helping answer questions

on the online platform. They apply their knowl-

edge from the session to co-create and share con-

tent with peers, further developing skills in collab-

oration, communication, and independent learn-

ing.

Grounded in social constructivism principles (Vy-

gotsky and Cole, 2018), these interconnected phases

form a cycle that continually reﬁnes students’ under-

standing and experience with DEI principles. The

programme shifts from a traditional lecture-based ap-

proach to an experiential, learner-centered one. This

strategy promotes independent critical thinking, cre-

ativity, and emotional intelligence, aligning with es-

sential 21st-century skills.

The foundation of this approach is the belief that

knowledge is constructed through communal experi-

ences and social interactions, rather than being sim-

ply transferred from an expert to a novice. As stu-

dents move through these phases, they actively en-

gage with information, transforming it into mean-

ingful content and honing their soft skills. Facilita-

tors guide activities and discussions, helping students

develop their perspectives and collaboratively create

multimedia content that reﬂects their unique views

and experiences. The post-session phase allows stu-

dents to collaborate without facilitator guidance, prac-

tising co-creation and sharing their work with peers.

Overall, this educational approach aims to produce

graduates who are adept in navigating modern chal-

lenges, skilled in DEI contexts, equipped with strong

critical thinking skills, and capable of effective cre-

ation and collaboration.

Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content

Creation Programme for High School Students in Japan

683

3.3.3 “Ticket to Talk”: Multimedia Creation

The integration of multimedia content creation in the

programme serves multiple purposes in cultivating an

engaging and inclusive learning environment, particu-

larly for Japanese students. Firstly, it encourages par-

ticipatory learning, enabling students to learn from

each other through sharing and teaching activities.

Given Japan’s unique cultural context, the programme

is designed to enhance interaction, encouraging stu-

dents to explore new approaches to multimedia ex-

pression and experiment with innovative ideas. Ad-

ditionally, the process of creating content serves as a

“ticket to talk”, facilitating collaboration among stu-

dents, especially those who may ﬁnd it challenging to

engage with new group members (Welsh et al., 2018).

The programme assigns students roles as representa-

tives of various nations across the world, promoting

in-depth cultural exploration and content production.

Sharing and discussing diverse cultures broadens stu-

dents’ perspectives and deepens their understanding

of different worldviews.

Drawing from Barbara Rogoff’s theories, the pro-

gramme underscores the connection between individ-

uals and their social contexts, focusing on the devel-

opment of cognitive skills within explicit cultural en-

vironments (Rogoff, 2008). It incorporates Vygot-

sky’s ZPD (Vygotsky and Cole, 1978), where guided

participation by skilled facilitators collaborates with

students, transferring knowledge and skills through

shared experiences. Key aspects of Rogoff’s ap-

proach, such as learning through observation, prior-

itizing student interests, and the facilitator’s role, in-

form the learning process.

At its core, the programme embraces the princi-

ples of DEI. Diversity is celebrated through interac-

tions with facilitators from varied backgrounds, ex-

pertise, and ages, and through the exploration of dif-

ferent cultures, which cultivates respect and appreci-

ation for differences. Equity is achieved in the pro-

gramme’s dynamic design, tailored to align with stu-

dents’ learning paces and allow facilitators to meet

the unique needs of individual groups. Inclusion is

realized by encouraging students to collaborate with

diverse peers, familiarizing themselves with different

abilities and backgrounds, and developing essential

soft skills necessary for contemporary society.

3.3.4 Dynamic Module Design

The dynamic module design approach used in the

programme is for catering to students’ diverse cog-

nitive abilities and stimulating their curiosity, while

simultaneously adapting to their learning pace. Un-

like traditional education systems that rely on end-of-

semester surveys for feedback, this programme em-

ploys a continuous two-stage feedback loop, involv-

ing programme designers, facilitators, and students.

This process ensures timely modiﬁcations without

waiting for the start of a new module or academic

year.

As introduced in their article, the ﬁve-stage dy-

namic design process (Chen et al., 2023a) begins with

a comprehensive consultation session among design-

ers and facilitators. In the ﬁrst half, facilitators engage

as learners in hands-on activities, followed by detailed

feedback and discussions in the second half. Based

on this feedback, the content is reﬁned in the second

phase. The third stage involves the implementation

of these adjustments, with facilitators interacting di-

rectly with students. Feedback from both students and

facilitators is then collected and reﬂected upon for fu-

ture sessions. This approach contrasts with traditional

education where feedback is often delayed, limiting

the opportunity for immediate adjustments. The dy-

namic design approach allows for quick responsive-

ness, ensuring the programme remains ﬂexible, en-

gaging, and empowering for students.

Throughout the programme series, this process al-

lowed for adaptations to the original themes and activ-

ities. The ﬁrst session, focused on ice-breaking activ-

ities and country selection, remained unchanged. The

second session delved into cultural exploration, in-

cluding celebrations and diversity calendar creation,

supplemented with storytelling and storyboard exer-

cises.

Sessions three and four originally centred on

clothing and cuisine, were revised based on feed-

back. These sessions introduced video production

and picturebook-making to maintain participant inter-

est and learning. Feedback indicated varying learning

paces and satisfaction levels among groups, leading

to signiﬁcant changes in later sessions. Sessions ﬁve

to seven, initially dedicated to extracurricular activi-

ties, transportation, and unique professions, were con-

densed to focus on culturally unique professions only.

This shift allowed students to engage deeply in ex-

ploring the profession, using stop-motion multimedia

creation and emphasizing peer feedback.

The penultimate session transitioned to ﬁnal exhi-

bition preparation, integrating assessment, reﬂection,

and ongoing preparations. The ﬁnal session main-

tained its theme of presenting the exhibition, which

was also an opportunity to engage students’ parents,

school teachers, and junior high students. The exhibi-

tion served as a platform for interaction, whilst mul-

timedia creation facilitated discussions. The dynam-

ically designed process ensured that the programme

was responsive to student needs, making it engag-

CSEDU 2024 - 16th International Conference on Computer Supported Education

684

ing and effective. This adaptive approach created a

conducive learning environment, accommodating the

evolving interests and requirements of the students.

3.3.5 Role of Digital Means

Implementing the dynamically designed programme

with a digital platform like Padlet enhances monitor-

ing and reﬂection of students’ progress, thereby in-

creasing conﬁdence among all stakeholders involved.

The use of Padlet provides transparency in address-

ing students’ needs and captures opportunities to fos-

ter enthusiasm for learning while allowing students to

perceive the direct impact of their participation and

the session content.

Within the framework of the proposed pro-

gramme, Padlet serves multiple functions for pro-

gramme designers, facilitators, and students. Primar-

ily, Padlet acts as a diagnostic tool, enabling pro-

gramme designers and facilitators to gauge students’

learning pace and interests. This is achieved by ex-

amining the quality of the outputs uploaded to Padlet

and monitoring the frequency and quality of interac-

tions within and among teams. This analysis provides

valuable insights into students’ comprehension pat-

terns and learning styles, informing potential adjust-

ments to session content and facilitation methods.

Moreover, Padlet facilitates an integrated learn-

ing environment by promoting peer-to-peer knowl-

edge sharing and collaboration. Students populate the

platform with their team’s outputs, making it acces-

sible for others to explore, evaluate, and learn from

these shared works. This reciprocal exploration pro-

cess fosters a sense of community and shared learn-

ing experience, increasing students’ enthusiasm and

engagement throughout the programme.

Additionally, Padlet undertakes the role of an un-

premeditated, open communication channel between

facilitators and students outside the arranged session

hours. This enduring contact permits facilitators to

scaffold students’ learning by addressing uncertain-

ties, illuminating ambiguities, and providing timely

feedback. Such obstinate support contributes to nour-

ishing students’ curiosity and buttressing their analyt-

ical skills, developing a favourable environment to ex-

perience the programme.

By harnessing Padlet’s proﬁciencies, the proposed

programme intends to generate a dynamic and respon-

sive learning cycle, effectively addressing students’

diverse cognitive understanding and facilitating the

progression of essential soft skills for modern-day

environments. The platform’s multifaceted efﬁcacy

boosts the general proﬁciency and efﬁcacy of the pro-

gramme, safeguarding a gratifying and enlightening

experience for all stakeholders involved.

4 DISCUSSION

4.1 Success Factors

4.1.1 Learner-Centered Programme Dynamics

As the proposed programme commenced, several fac-

tors that were critical to the successful implementa-

tion emerged. Foremost among these was the adop-

tion of a learner-centred approach, crucial not only in

the design but also in the execution of the programme.

By emphasizing learner-centred approaches, we ad-

just not only the content and delivery of our modules

but also adapt to the diverse learning paces of our stu-

dents. This ﬂexibility ensures that all students can

engage meaningfully with the material regardless of

their starting point.

In the context of the in-person sessions, facili-

tators observed students’ learning conditions closely

and communicated the conditions and any student

concerns with other facilitators as well as programme

designers after each session. This feedback loop al-

lowed for the modiﬁcation of the learning pace in

subsequent sessions, ensuring a closer alignment with

students’ requirements. Conversely, within the online

platform Padlet, facilitators and programme design-

ers monitored students’ interactions, such as posts

and comments, to gauge the learning pace effectively.

Despite the participation of 150 students, this atten-

tive approach facilitated a tailored learning experi-

ence. The programme thus transcended a one-size-

ﬁts-all model, ensuring that students’ learning needs

were consistently met and reﬂected in the evolving

design of the dynamic modules.

4.1.2 Effective Communication

Effective communication with facilitators and the col-

laborating high school was another pivotal success

factor for the proposed programme. The programme’s

dynamic nature, including the rotating cast of facilita-

tors, highlights the critical need for thorough facilita-

tor preparation and clear communication. As outlined

in Section 3, detailed brieﬁng sessions before each

programme session has been instrumental in ensuring

continuity and effectiveness. Beyond facilitator en-

gagement, establishing open lines of communication

with the collaborating high school has proved equally

crucial. Pre-programme discussions with the school

facilitated the alignment of expectations and provided

a platform for addressing any needs or concerns be-

forehand. Through these proactive engagements, the

programme secured the trust and comprehensive sup-

port of the school, enabling a seamless programme

implementation with minimal external intervention.

Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content

Creation Programme for High School Students in Japan

685

4.1.3 Detail-Oriented Activities

Last but not least, attention to detail in the activ-

ity design and implementation also played a critical

role. A notable example was observed in the plan-

ning of the seventh session, which focused on student

reﬂection. To facilitate comprehension and maintain

engagement, the reﬂection questions were strategi-

cally segmented into ﬁve parts: overall experience,

skills learned, most impressive experience, experi-

ence working with others, and personal growth. This

division was designed to encourage students to shift

their perspectives between sections, thereby prevent-

ing monotony and fostering deeper contemplation.

Furthermore, this structured reﬂection activity served

as a precursor to the subsequent ﬁnal exhibition panel

preparation, guiding students to thoughtfully con-

sider and articulate their experiences throughout the

workshop. Such attention to detail signiﬁcantly con-

tributed to the effectiveness of the programme’s im-

plementation.

4.2 Reﬂections

4.2.1 Student Outputs and Experiences

Figure 2 presents a photo collage from the ﬁnal exhi-

bition session of the proposed programme, capturing

moments where students showcased their projects and

exchanged ideas with peers, facilitators, and visitors.

Figure 2: Students at the ﬁnal exhibition session.

Figure 3 displays some of students’ multimedia

content creation outputs. The ﬁrst three photos fea-

ture picturebooks crafted by students. The last two

images capture students in the process of producing

stop-motion animations.

Figure 3: Students’ multimedia content creation outputs.

In total, the 150 students produced over 70 videos

and over 50 picturebooks. Among these contribu-

tions, one group’s journey stood out due to the pro-

found learning experienced during their picturebook

creation. Their progress is exempliﬁed in Figure 4,

which compares the ﬁrst and ﬁnal versions of their

work. The initial picturebook, “Swedish Food,” in-

troduces the nation’s cuisine, while their concluding

piece, “Finding a Job in Sweden,” explores a cul-

turally unique profession, demonstrating the group’s

development in storytelling skills. This remarkable

progress not only illustrates the students’ growing ex-

pertise but also implies the effectiveness of the pro-

gramme’s learner-centred, dynamic module design.

As detailed in Section 3, accommodating the diverse

learning paces and interests of the students neces-

sitated continuous adjustments to the session plans.

This ﬂexibility allowed additional time to explore top-

ics like culturally unique professions, allowing stu-

dents to engage deeply in research, story develop-

ment, and production.

Figure 4: Progress in students’ storytelling ability.

4.2.2 Reﬂections from Students

Table 1 presents students’ reﬂections on their expe-

riences with DEI within the proposed programme.

These reﬂections have been analyzed and categorized

into three themes: students’ experiences with DEI,

soft skills obtained in the nonformal learning envi-

ronment, and their engagement in multimedia content

creation. Each theme is further delineated into sub-

themes, accompanied by illustrative quotes from the

students.

4.3 Our Position

The proposed programme revealed the potential for

high school students to grasp abstract concepts like

DEI by experiencing them. DEI education isn’t con-

ﬁned to formal learning settings; rather, it can be ef-

fectively integrated into the learning experiences of

high school students, tailored to their speciﬁc devel-

opmental stages. The proposed programme show-

cases how DEI concepts can be internalized through

hands-on activities and real-world engagements, lead-

ing to a profound and intuitive understanding. Al-

though students may not initially be aware of the DEI

frameworks they engage with, this active participa-

tion signiﬁcantly broadens their viewpoints. This is

especially apparent when students ﬁnd themselves in

environments lacking DEI, prompting them to recog-

nize and value the diverse and inclusive experiences

they’ve previously encountered. Such experiences in-

stil a fundamental awareness of DEI, equipping stu-

dents to identify and cherish diversity and inclusivity

in various contexts.

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Table 1: Student reﬂections.

Themes Subthemes

Examples

Awareness and

appreciation of

diversity

"I learned about the charms of various countries." / "I really felt that each country has its own merits."

"There are many different cultures and occupations in the world, there are similarities and differences between different cultures."

"I learned about completely different ways of thinking and events from various perspectives, including things that I would not be able to experience

in Japan, which broadened my horizons."

"By interacting with people from other countries, I was able to feel the differences in culture more closely, which contributed to my personal

growth."

Empathy and cross-

cultural

understanding

"I learned that what is considered rude in Japan is considered polite in other countries and that there are different ways of thinking in different

countries. Since things differ from country to country, I thought that when dealing with people from other countries, you should avoid imposing your

own normality on them."

"I realized the importance of being mindful about how and in what order I convey information to make it more understandable to others. Since

lifestyles and cultures vary, I believe acquiring sufficient knowledge is important when I have to work abroad in the future."

Experiences of

inclusivity and

equity

"Although I didn't have any friends in the class initially, everyone let me participate, and I felt very happy."

"At first, everyone was nervous and couldn't talk much, but gradually, they started to open up and could talk a lot while working."

"When I was having trouble with production, various facilitators helped me."

Empowerment and

expressing

personal opinion

"When creating the video, I could improve its structure by combining my opinions with those of others, which I couldn’t do before."

"When I was at a loss as to what kind of work to create, the facilitator approached me and helped me dig deeper into the culture."

"I learned that it is better not to be shy and it is okay to ask questions to the facilitators when I don't understand."

Teamwork and

collaboration

"Working in a group was refreshing and fun because I didn’t usually get to work in groups from other classes in my school life."

"I learned that we must unite to accomplish the tasks."

"By working with my group mates, I could do things that I couldn't do on my own and have ideas I wouldn't have thought of."

Communication

skills

"I learned how to communicate with students from other classes who I usually don’t speak to."

"I learned that finding ways to make things easier to understand is important." /"I was able to use English more to interact with others."

Problem-solving

and planning

"I learned about the importance of planning before starting to work."

"I learned about how to manage the time for doing the project."

"We developed the ability to leverage our strengths and use them to make our work better together."

Being persistent

"I learned that following through to the end is important." / "I learned not to do my work half-heartedly."/ "I learned that it is important to continue

without giving up."

Engagement and

enjoyment in

learning

"I learned actively and enjoyably." / "It was fun and motivating to work on the project." / "I was able to learn in a fun and practical manner."

"To remember information about other countries' cultures and traditions, using images and creating our own short stories was an extremely effective

method. I enjoyed learning about Norway and making fun stories whilst including their culture."

Immersive cultural

experience

"By learning about the cultural differences of other countries through creating videos and picturebooks, I could research in more detail and feel the

fun of the actual place."

"I was able to feel my represented country close to me."

Creative

expression and

interpretation

"Because my creative desire was stimulated, I could think objectively about making my videos and picturebooks easier for others to understand." /"I

learned about the characteristics and unique things of a culture and can to convey it in an easy-to-understand way."

"In creating the videos and picturebooks, we needed to have a good understanding of the country's culture so we could create stories based on that

understanding and our own interpretations."

Students'

experiences with

DEI

Soft skills

obtained in the

nonformal

learning

environment

Engagement in

multimedia

content creation

4.4 Extendability and Future Directions

4.4.1 Extendability

The proposed programme adopted a dynamic mod-

ule design approach, providing an adaptable model

for programme or curriculum development that caters

to a large audience while still prioritizing a student-

centred experience. This approach contrasts the typi-

cal one-size-ﬁts-all methodology often encountered in

settings with large audiences. Additionally, the pro-

gramme’s collaborative structure is equally notewor-

thy. It builds a partnership between a postgraduate

institute and a local high school, providing a plat-

form where postgraduate students can signiﬁcantly

contribute to society and the local community and

local high school students can have meaningful in-

teractions with international facilitators. By push-

ing the DEI concept to a broader audience, the pro-

gramme showcases the university’s commitment to

contributing positively to the local community, fos-

tering a sense of shared responsibility and communal

growth.

4.4.2 Recommendations for Future Applications

Looking forward, it is advisable for future iterations

of the programme to embrace an interdisciplinary ap-

proach. This strategy would ensure the programme’s

diversity and inclusivity by integrating topics in vari-

ous disciplines and ﬁelds. It also encourages the col-

laboration of facilitators and students from diverse

backgrounds, fostering a rich learning environment.

Such a multidisciplinary method is crucial in an era

emphasizing developing soft skills, as it helps stu-

dents link their studies to real-world applications and

the skills necessary for college and career readiness.

Furthermore, equity should be a fundamental aspect

of the programme’s future development. This in-

volves fostering collaborations between different ar-

eas, addressing disparities in student learning con-

ditions, and assisting all students in realizing their

full potential. Such efforts are key to providing eq-

uitable access to educational resources and opportu-

nities. Through such collaborations, the programme

may help address educational inequalities, transform-

ing DEI principles from abstract concepts into con-

crete experiences within varied learning contexts.

Can Diversity, Equity, and Inclusion (DEI) Espouse Through Social Constructivism? A Dynamically-Designed Multimedia Content

Creation Programme for High School Students in Japan

687

ACKNOWLEDGEMENTS

The authors would like to extend heartfelt gratitude

to the members of Fujimigaoka High School for Girls

for their inspiration, trust and support. Additionally,

special thanks to all facilitators for their consistent

commitment as well.

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