In the pressbook e-publication, “Toward a Critical Instructional Design”, authors Johanna Sam, Jan Hare, Cynthia Nicol, and Leanne Petherick write a chapter called “Indigenizing Design for Online Learning in Indigenous Teacher Education“.
They explore these two questions in the context of an Indigenous Teacher Education Program:
- How do you bring Indigenous knowledges into learning management systems (LMS)?
- How do you weave Indigenous perspectives in the course design while using a LMS that can be seen as dominant/Eurocentric?
To conduct online instruction and learning environments for the teachers, the team created four pedagogical principles for Indigenizing design:
- Indigenous knowledge frameworks
- Localization
- Multimodalities
- Design for relationship
A lovely day in Steveston, Richmond, BC.
I particularly enjoyed this paragraph near the end of the chapter as it spoke to an exploration, not a replication, of relationships that can be cultivated online:
“Space, voice, and agency are given to Indigenous people when their knowledges are upheld in digital forms. While the digital space is not a replacement for the experiential pedagogies that occur in physical and material worlds, we suggest alongside Morford and Ansloos (2021) that new relationships can be formed with land through online experiences. Digital environments serve to repatriate land, languages, and traditions (Wemigwans, 2018).”