Category Archives: MODULE 2

Module 2 – Post 4 – Musqueam Place Names Mapping Portal

Financially supported by the Government of Canada through the Department of Canadian Heritage Aboriginal Languages Initiatives, the Musqueam Place Names Mapping Portal is the public portion of Musqueam’s recorded Place Names. Data is made available by the Musqueam Indian Band. As you click on points of the map you are greeted with illustrations or historical photography of the place, and (if available) audio of the name spoken in hən̓q̓əmin̓əm̓ language. While browsing this online learning tool authored by Musqueam, I discovered:

  • A strong and clear disclaimer that the materials in this place names map is Musqueam Heritage, must be treated with respect, and no part of it can be transmitted, reproduced or stored in a retrieval system – so I have not included any images of this resource out of respect. 
  • There was a story lines section where you could follow a path of select place names in a purposeful order. The illustrations portrayed the cultural context of the places. For example, a gathering on Jericho beach with drumming, a potlatch, watching relatives arrive in canoes, etc.
  • Credit is given each artist, photographer, and audio clip.

I appreciate seeing another example of a learning tool that is Indigenous-developed. The intent on the opening page to state the digital boundaries we have as visitors interacting with the materials is an example of self-determination of an e-learning space.

The multimedia-based and interactive depiction of place names shows a holistic, multi-pronged approach to learning about the land, especially when relevant cultural traditions are included for context.

Module 2 – Post 3 – OCAP Principles (data sovereignty)

The First Nations Principles of OCAP were created by the First Nations Information Governance Centre (FNIGC) and established how data belonging to First Nations will be collected, protected, used, or shared. The acronym stands for Ownership, Control, Access, and Possession.

The principles were created with the understanding that Indigenous Peoples understand their own needs and are in the best position to govern their own information. Data sovereignty is a crucial step toward Indigenous People’s self-determination.

When described on the FNIGC website, the principles are explicitly applicable to research and information governance, but I see potential to use them as a way to discuss data sovereignty in educational technology. For example, if you look at the Privacy Policy for the online engagement and brainstorming tool Padlet, they say:

“When you access or use the Service, you are deemed to consent to the collection, use, retention, transfer, structuring, manipulation, storage, transmission and/or disclosure (collectively, “processing”) of your information as described in this Policy and in accordance with applicable laws.”

So when we talk about the risks of educational technology, especially of online teaching tools or authoring applications, we must consider data sovereignty within our own principles of design. OCAP is one model that can start a discussion in this area.

Module 2 – Post 2 – Switching from Bloom to the Medicine Wheel

Journal Article: LaFever, M. (2016). Switching from Bloom to the medicine wheel: creating learning outcomes that support Indigenous ways of knowing in post-secondary education. Intercultural Education, 27(5), 409-424.

Though this article does not align with my aim to focus on Indigenous scholars, I still thought it was a fascinating way to reframe and expand upon Bloom’s Taxonomy, a framework referenced frequently in education and instructional design, using the medicine wheel.

The author uses the spiritual quadrant as an example and mirrors the pyramid we typically see representing Bloom’s taxonomy.

Overall I thought this article showed a great exercise in rethinking an instructional design theory with an Indigenous lens, even if it is not the personal lens of the author.

Module 2 – Post 1 – Indigenous Education Holistic Lifelong Learning Framework

The Calgary Education board published a guide in 2022 called the Indigenous Education Holistic Lifelong Learning Framework with the extensive support of Elders and Knowledge Keepers of the Piikani, Kainai, Metis, Tsuut’ina, Stoney Nakoda, Kahkewistahaw, Muskoday and Siksika Nations.

The guide clearly states it is “not a how-to guide for Indigenous Education or a recipe for closing gaps” and instead is a foundation where we can “meaningfully position and deepen our individual and collective knowledge, decision, and actions to meet the holistic needs of all students.”

This guide is interesting to my research because the approach, though from a very high-level school board, is meant to adapt to include Indigenous students, but does not single them out. Instead, they use holism, and Indigenous worldview, to attend to all students’ spiritual, emotional, physical, and intellectual needs. They use the medicine wheel to visualize the framework.

Module 2 – Post 5

Tipiskawi Kisik: Night Sky Star Stories by Wilfred Buck

This resource is a video series to learn star stories from Wilfred Buck who is Cree. This made me reflect on how Zimmerman et al. (2000) shared how some Indigenous peoples could be offended when Indigenous stories are being recorded. I have been fortunate to attend Wilfred Buck’s sessions before and he always shares how these stories are created to be heard with others so that they can be passed on from generation to generation. As mentioned in Zimmerman et al. (2000) these videos can preserve his culture and stories. I think these video provide a strong voice to share stories of the sky. How will educators and students learn if we don’t have resources like this created? How can we ensure what we are using is with an authentic voice? These are to capture the stories of the sky from a Cree’s perspectives and histories. Whereas, we need to remember Indigenous communities are diverse across Turtle Island and many different nations may have different stories about the sky. This resource is informative because it is done through oral traditions and gives insight into how stars tell us a story.

Module 2 – Post 4

“Remembering our Children” is an augmented reality learning experience in Calgary that uses Kalum Teke Dan’s art. This artist has been painting incredible art pieces around Calgary. His “Sunset Song” is a mural project. He also has a BUMP art series where you can find his art throughout the University, Calgary Public Library, schools, communities, and the sides of downtown buildings. He continues to tell stories through his art. What has become the most impactful is using his digital storytelling experiences to understand his art and to hear his voice.

Here are a few stories showcasing his art and seeing the impact his stories can have on a community.

https://kalumtekedan.godaddysites.com/ 

https://www.cbc.ca/news/canada/calgary/17th-ave-mural-development-calgary-1.6204195

 

 

 

 

Module 2: Post 5 – First Nations 101

Lynda Gray is a well known Ts’msyen Nation author whose book I recently came across. I am fortunate to have an Indigenous education lead teacher at my school who has attended events our school district has held in order to work towards better understanding and ultimately better teaching practices when it comes to incorporating Indigenous worldviews and perspectives into the classroom. My colleague had this book that she received at one of the professional development days she attended and I asked to borrow it. I really liked how Lynda was able to tackle so many topics and give brief but thorough knowledge on so many matters that are current and relevant. This book can be read in one sitting or be used as a resource and guide when trying to gain a bit more insight into a certain area. The second edition of the book (the one I have read) just came out in June so the information is very relevant and updated.

To find out more about the book and about Lynda Gray,click here.

M. 2 P. 5 – Poster Timeline

From my previous post (post #4), I expressed how I enjoy seeing timelines as it serves as a reminder to how we got to where we are. I found a timeline on major events for Aboriginal people in British Columbia on the BCTF website. It does not go into great detail, but still provides a decent quick overview for a short read. I am also a big fan of hanging posters/info in classrooms and believe this is a good one. Especially for high schools. I feel a little ashamed as I found it on the BCTF website, which is not exactly “deep” in the internet which makes me feel as if I should have found this earlier. Having my students contain a base level of understanding of how we got here, provides me with more of a platform for incorporating Indigenous perspectives in shop class.

Timeline poster from BCTF

M. 2 P. 4 – MOOC-Indigenous Canada

Indigenous Canada is a Massive Online Open Course (MOOC) offered from the University of Alberta. It is a 12 lesson course (one lesson per week) and like many MOOC’s, it is free. Something I struggle with when it comes to broadening my knowledge of Indigenous peoples in Canada is putting everything in a timeline in my head. For example, when I was in high school, which is a critical age in building a knowledge foundation, I was able to develop a timeline of the events of world war 1 and 2 and can easily refer to them in my head. This is because I was taught them repeatedly. But I did not develop this for the major historical events in Indigenous history. Instead, I learnt about it later in life and still have to refer back from time to time to construct a time line. It appears this MOOC discusses the fur trade, treaty making, legal traditions, Indian Act and residential schools to name a few topics. Having topics instructed in a connective sequence allows me (or reminds me) of how we got where we are. Part of me believes the next generation of students would benefit from hearing, or being remind on historic events in order.

Module 2 – Post 3

This resource provides a wealth of knowledge through videos. I was fortunate to travel on the Canada C3 expedition in 2017. This expedition brought Indigenous and non-Indigenous individuals from coast to coast to coast to learn together to make a better Canada/Turtle Island. This was one of the most transformative learning experiences I have ever encountered. I was able to connect with my class virtually to share my journey. The videos that were produced daily on the ship truly speak to experiences that happened across Canada. I was able to hear and join in on ceremonies daily to build a better understanding of traditional knowledge.

Here are a few of my favorite videos from Canada C3 about Reconciliation:

Explore Canada C3 video resources as these are quick videos to provide knowledge to your class or for yourself to learn more about our histories. The videos share stories about relocation, reconciliation, impacts of the oil industry in communities, sixties scoop, ceremonies, celebration of cultures, and personal stories. Please take the time to navigate this resource and learn more about Canada from coast to coast to coast.

This resource is valuable because it shows how videos can become a teaching tool to provide a voice for Indigenous Peoples.

If you have any questions about my journey feel free to connect. https://canadac3.ca/en/expedition/