Tag Archives: MOOC

MODULE 3 WEBLOG

The following are resources (articles, videos, websites) on ideas and initiatives focused on Indigenous knowledge, learners and education:

Conestoga College. (2017, March 20). Indigenizing Post-Secondary Education [Video file].

This video explores the experiences of a few post-secondary Indigenous students, within their courses and on-campus supports. The students provide suggestions on going beyond a Euro-centric style of teaching and infusing Indigenous content and teaching methods into the education system, as well as ways to help build stronger relationships among Canadians.

Project of Heart. (n.d.). Project of Heart.

This is an “inquiry based, hands-on, collaborative, inter-generational activity” that helps students learn about the history of Aboriginal people in Canada, including the legacy of the residential school system. It is tailored to different grade levels, including post-secondary, but is not only tied to educational institutions: it can be used by anyone.

Province of BC. (2013, October 25). Changing Results for Young Readers: Laura Tait, First Peoples Principles of Learning [Video file].

This is a presentation by Laura Tait, an educator and administrator. She covers ideas such as Indigenous identity, pedagogy, reflective practice, relationships and understanding. Tait invites viewers to look at the world through an Indigenous lens. She shares some activities that teachers can use with their students and resources for their professional development.

Simon, J., Burton, K., Lockhart, E. (2014). Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada. International Review of Research in Open and Distance Learning 15(1).

This article shares some of the challenges of and opportunities through post-secondary online/distance education in rural and remote First Nation (Indigenous) communities in Canada. The Elsipogtog First Nation community in Nova Scotia is profiled. Student experiences using videoconferencing technology are shared.

University of British Columbia. (2017, February 17). Learning from Story [Video file].

This video is part of a non-credit massive open online course (MOOC), “Reconciliation Through Indigenous Education,” which focuses on strategies, teaching examples and resources supporting teaching and learning of Indigenous ways of knowing. The video focuses on the use of Indigenous storytelling and the benefits of utilizing it as a teaching strategy.

Module 1 Weblog

I would like to focus my research on the instructional design of e-learning in higher education that incorporates the Indigenous experience and meets the needs of Indigenous learners. I tried to get resources specifically from higher education, but found one with K-12 resources:

Cape Breton University. (n.d.). MIKM 2701: Learning from Knowledge Keepers of Mi’kma’ki [Course Description].

This course answers calls from the Truth & Reconciliation Commission (to incorporate Indigenous knowledge and perspectives into higher education curriculum) by sharing the “history, culture, and wisdom of Indigenous peoples in Mi’kma’ki and across Canada.” It is offered for-credit or for general interest to the public. Classes from the Winter 2016 offering were live webcasted and then archived online.

Indspire (n.d.). K-12 Institute: Successful Practices.

This Canadian Indigenous-led registered charity includes 1000 resources in their online resource centre for Indigenous education stakeholders. Proven practices in the form of research, models, frameworks and educational strategies are shared for K-12, across subjects, provinces, grade levels, topics (e.g., online learning, holistic learning practices) and Indigenous affiliations.

Koissaba, B.R. (2014). E-learning principles and practices in the context of Indigenous peoples: A comparative study. Cultural Survival Quarterly.

This article is published by Cultural Survival, an organization that “advocates for Indigenous Peoples’ rights and supports Indigenous communities’ self-determination, cultures and political resilience” (Cultural Survival, n.d.). The article highlights cases of e-learning in Indigenous communities from Australia, Kenya and the United States, and includes recommendations to develop e-learning practices that better serve the needs Indigenous communities.

Reedy, A., Gulwa, H.W., Charles Darwin University, & Marmaruni School. (2016). Online learning and teacher education: The experiences of Indigenous teacher education students. Learning Communities: International Journal of Learning in Social Contexts, 20, 40-51.

This article looks at the needs of Indigenous post-secondary students taking online courses in Australia. The data was collected through “yarning,” a conversational research method, and a research study into the experiences of Indigenous post-secondary students in order to inform the design of online learning environments.

The University of British Columbia. (2017, February 21). ‘The little MOOC that could’: Online course promotes Indigenous ways of knowing [Media Release].

This is a media release about a massive open online course (MOOC) that introduces participants to indigenous histories and worldviews and shares teaching tools on indigenous education. The third offering ran in Winter 2017 with 8,200 registrants (mostly educators), and the next offerings are slated for Fall 2017 and Winter 2018.