Tag Archives: Coding

M3 P4 Indigenous AI

This video goes further in depth into the work of Michael Running Wolf, from my Module 3 Post 3, as well as the work of his wife Caroline Running Wolf, who is pursuing a PhD in Anthropology at UBC, studying the potential application of XR technologies in the revitalization of Indigenous languages. This video is filled with valuable information regarding the challenges and potential solutions with technology and Indigenous languages.

One of the highlights that I found particularly interesting was that Michael Running Wolf and his colleagues had found a way to “fork” the coding of open source AI technologies to incorporate Indigenous languages. They had found that most AI technologies were incredibly biased to the western world and specifically California, where google headquarters is located. They had to find a way to use the existing technology and adapt it to the different Indigenous languages they were working with. Furthermore, the complexity of polysynthetic languages in how they have no finite dictionary, as there are virtually an infinite combination of root words, prefixes, suffixes etc.

Module 2 – Post 4: Coding, Mathematics and Indigenous Ways of Knowing

This mathematics project utilizes technology as a way for students to extend their knowledge of Loom Beading and Metis Finger Weaving. The project highlights the importance of conversations with Indigenous Peoples to gain knowledge through relationships. Students had the opportunity to learn from Elders and Indigenous Artists about their culture and the Indigenous arts of their ancestors. In addition, students could develop mathematics skills by combining this knowledge with coding. Students planned out their patterns created them with hand looms, and then coded their beading project.

This project directly relates to my final research topic as it identifies the importance of partnership between Indigenous and non-Indigenous views. Elder and Indigenous Artists were consulted to educate the students on traditional knowledge. The two websites recognize critical pieces of Culturally Responsive Pedagogy and provide an example of a local context to make learning relevant to students.


For more information on the project:

https://theconstructionzone.wordpress.com/2021/09/30/coding-indigenous-ways-of-knowing-mathematics/

The following website provides the background information needed for attempting such a project discussing topics like the importance of relationships, protocols, the story of the bead, and cultural appropriation. It provides a clean layout and offers direct connections to the math curriculum topics.

https://sites.google.com/teltgafe.com/indigenouslearnersinmath/session-2?authuser=0

 

Module 2 – Post 3: Coders North

Coders North is an educational charity that strongly emphasizes supporting youth from marginalized and at-risk communities. Coders North follows a mission “to empower as many youth as possible with the skills to help shape the web and digital world with content that reflects their values and passions.”

This website serves as an example of the importance for Indigenous peoples to have space and voice in our online spaces. The website features learning modules that are relevant to my final research project. This example dives into concepts such as Indigenization, Indigitization and Indigitalization. As well as concepts such as computational thinking and coding. Furthermore, the resource offers a lesson summary and interactive lessons. The website features a video library highlighting videos around the topics of “Indigenizing the Digital World,” “Indigenous Entrepreneurs,” “Indigitization,” and “Indigitalization and Coding.” The ideas within the video resources can be used within my research topic to highlight the importance of Indigenous representation and how it can be used to represent local Indigenous perspectives.

https://codersnorth.com/