Citation: Mason, J. (2003). ‘Perspectives on Trans-Cultural Issues in e-Learning’, Initiatives 2003 – Symposium de Versailles, Agence Universitaire de la Francophonie http://www.initiatives.refer.org/Initiatives-2003/_notes/_notes/mason.htm Perspectives on Trans-Cultural Issues in e-Learning Jon Mason, education.au limited, Australia jmason@educationau.edu.au Abstract This short paper documents a personal reflection based on some limited initial research into the topic of trans-cultural issues in e-learning. As such, it is not based on any informed scholarship – particularly where issues concern the developing world. It is prepared mainly as a means of facilitating discussion during ‘Initiative 2003’ workshops held at Versailles Castle, March 19, 2003. If there is an assumption running though this paper it is that open knowledge systems and systems that are technically interoperable provide the best opportunity for knowledge sharing and therefore learning, whatever the cultural context. Introduction “Trans-cultural” is a term that can be applied in a variety of contexts and it can convey a significant diversity in meaning. For example, it could be applied to the challenge of establishing meaningful discourse between academics steeped in scientific or technological culture and academics who locate their work within the humanities; it could be applied to the challenge of establishing common ground between the library services and information technology service departments of a university; it might indicate an organizational challenge involving the formation of cross-functional teams; or, it might be used to describe the crossing of linguistic, religious, or ethnic boundaries. When it comes to discussing the field of e-learning all these kinds of perspectives become important. Furthermore, it has also come to imply issues of access, commonly referred to as the “digital divide”. Before proceeding with this discussion in the context of e-learning it may be useful to reflect on how the term “culture” is used by prominent sociologists such as Manuel Castells when chronicling the history of the Internet itself: “The Internet culture is characterized by a four-layer structure: the techno- meritocratic culture, the hacker culture, the virtual communitarian culture, and the entrepreneurial culture. Together they contribute to an ideology of freedom that is widespread in the Internet world …the culture of the Internet is rooted in the scholarly tradition of the shared pursuit of science, of reputation by academic excellence, of peer review, and of openness in all research findings, with due credit to the authors of each discovery. Historically, the Internet was produced in academic circles, and in their ancillary research units, both in the heights of professional ranks and in the trenches of graduate student work, from where the values, the habits, and the knowledge diffused into the hacker culture.” (Castells, 2001:37-40) With this wide context in mind some key questions arise when considering the emergence of e-learning and the various efforts underway focused on standardization of its technical infrastructure. What do we know about learning that can be applied to e-learning? What might be unique about e-learning? What do we know about trans- cultural issues in general? Because of cultural considerations, should some things be left un-standardized? Will internationalising the school curriculum help facilitate