Tag Archives: Technology

VIU Digital Storytelling Project is Empowering Aboriginal Youth

This is a case of how digital storytelling has been used in a positive way in Indigenous communities on Vancouver Island. I like that while the project is led by Dr. Jennifer Mullett of Vancouver Island University’s Center for Healthy Communities Research, part of the project’s mandate is to train a youth team to act as mentors to teach other youth and even Elders how to use the technology. Hopefully this knowledge can continue to be passed on.

https://www.viu.ca/news/viu-digital-storytelling-project-empowers-aboriginal-youth

Digital Technology for Indigenous Empowerment – Christensen Fund.org

I’m posting a link to a site that was really interesting not only for my research but because of our readings and discussion in the last couple of weeks.  This is a blog post from 2012 that contains three ways Indigenous cultures in different places in the world have used different kinds of technology.

In one part called “Preserving, Celebrating and Transmitting Culture” the blogger talks about the Mursi tribe in Ethiopia, they use digital cameras to shoot film footage documenting the “richness of their tribe and their struggles.” They are using this technology to give their people a voice and represent themselves to the outside world. In this case study they also mention Isuma TV which Zacharias Kunuk created in 2008 which is described as an “Indigenous YouTube channel for Inuit and other Aboriginal Peoples.”

https://www.christensenfund.org/2012/09/05/digital-technology-for-indigenous-empowerment/

The Christensen Fund itself is an organization that supports biological and cultural diversity and believe in their interdependence. They have a long mission statement if you care to follow the link.

Module 4: Post 4-User Generated Education

 

This website is resource that links the world of emotional intelligence and technology. The author uses the term “learner agency” as “the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives”.

A direct connection can be found between self-directed learning, learner agency, and emotional intelligence. The discussion focuses on leveraging technology to enable, elicit, and encourage learner agency. This is of interest as I am working to present ways to doing just this in my essay, as a way of linking the Indigenous Education model to modern technological practices.

https://usergeneratededucation.wordpress.com/2013/01/04/learner-agency-technology-and-emotional-intelligence/

Module 4: Post 3- CAST

CAST is a non-profit organization that a leader in developing a universal design for learning, rooted deeply in learning sciences. The case studies located on this website provide several examples of how traits of the Indigenous educational model are found in success stories involving difficult to reach students, and incarcerated youth. CAST provides support to the notion that formal education is not for all, and a movement towards adopting Indigenous techniques would benefit many mainstream learners. This is a platform of my research paper.

http://www.cast.org/

Module 4: Post 2- Technology for Experiential Learning

This resource offered via the Gwenna Moss Institute through the University of Saskatchewan offers insight into technology being developed for the purposes of experiential learning. As experiential learning is a key component in the Indigenous educational model, this information will be vital in providing educators with practical techniques to blend modern technologies with ancient indigenous educational practices.

http://www.usask.ca/gmcte/resources/teaching/strategies_experiential/using-technology-experiential-learning

Module 4: Post 1-Technology Enhanced Social-Emotional Activities

This website has been designed to describe technology activities that facilitate social emotional learning. The links in the menu lead to descriptions of the individual activities. They can be used within formal and informal educational settings. This resource in going to be valuable in the final section of my essay where I make recommendations to educators and instructional designers on how to utilize educational technology to enhance social-emotional learning.

http://seltechnology.weebly.com/identifying-emotions-apps.html

 

Module 4 Post 4 – What I learned in class today

By doing a bit of quick research into Tim Michel, whose video interview we watched this week, I found this article (“Undergraduate Research Examines Class Discussions”) about a research project undertaken by a group of UBC students.  Their work resulted in the project and website, “What I learned in class today: Aboriginal issues in the classroom”, which asks educators the question of how they discuss Aboriginal issues in their own lessons.  The project did a number of video interviews with Aboriginal and non-Aboriginal UBC students, asking them to recount some of their experiences of talking about Aboriginal issues, including when it was clearly difficult to do so.  They also interviewed a number of UBC instructors, who shared their experiences and beliefs about this topic.

Another feature of the website that is incredibly interesting and helpful for instructors who have questions about how to best address Aboriginal issues are resources and discussion topics for self-education, tied back to the interviews.  Most of the website’s components and resources also appear to be available for download, including a workshop (and trouble-shooting guide!) model for interested parties.  I look forward to absorbing this project’s contents, and considering how I might be able to use these excellent primary resources and guides in my own teaching!

Module 4.1

Cross-cultural awareness in game-based learning using a TPACK approach

cross cultural awareness in game based learning 

The article discusses the importance of using culturally sensitive platforms in game based learning that will appeal to indigenous cultures while averting stereotyping and other harmful misrepresentations that are often found in online games. By engaging in the learning process the VLE(Virtual Learning Environment) becomes a place where students engage with the content and retain more information. This article discusses different platforms around the world and the TPAC (technological Pedagogical Content Knowledge) framework’s role in helping to create more accessible VLE environments.

 

 

Module 4 – Post 5: A Journey into Time Immemorial

A Journey into Time Immemorial

In searching for interactive ways to present Indigenous knowledge and culture using technology, I came across this exceptional site. This virtual journey is highly interactive and viewers can explore the village in order to learn about Sto:lo traditional ways of living. Interactive icons, such as villagers, animals, fish, boats, etc. can be selected to find out more information about it or information can be access via the multiple dropdown menus.

In addition, the site also provides resources for educators who wish to use the site for science, social studies, English and language arts, and First Nations’ studies classes. For each class topic, learning outcomes are also provided for students in different grades (6-10). The site also contains video and audio resources such that you can listen to interviews with Elders and community members as well as games and a glossary.

This site would be an excellent resource to learn about the Sto:lo Nation’s traditions and culture. I also believe this would be appealing to a younger demographic and could be used in classrooms.

Module 4 – Post 2: Culturally inclusive e-learning environments

Constructing Shared Online Learning Environments for Indigenous Cultural Inclusiveness

I found this article very interesting because it addresses some of the key challenges in creating an online learning environment that is culturally inclusive for Indigenous Australians. A summary of various studies is provided that highlight some of the characteristics that should be present in online technologies that promote successful learning opportunities for Indigenous students. Other suggestions include possible online tools, such as journals, chat rooms, discussion board and work spaces allocated for group work, as a means to support Aboriginal students in distance education settings.

This resource would be useful for anyone wanting to learn the possibilities in incorporating certain technological tools in their course site to support Aboriginal students in an online class that is shared with other students from different cultural backgrounds.