Tag Archives: land based learning

M2: P1: “Why Every Organization Needs an Augmented Reality Strategy”, by Michael E. Porter and James E. Heppelmann

“While the physical world is three-dimensional, most data is trapped on two-dimensional pages and screens” (Porter & Heppelmann, 2017, p. 47). This passage in the introduction of this article sold me because my research project focuses on looking into the place-based understanding of Indigenous knowledge through AR. Being place-based, there is a three-dimensional aspect to Indigenous knowledge; unfortunately, much of what we think of as digital technology right now is stored in two-dimensions on a screen. This article focuses on how organizations from universities to social enterprises can leverage AR technology to help members of their communities unlock underdeveloped and mostly unchartered territories in human potential (Porter & Heppelmann, 2017). Regardless, this is a good start to understand how Indigenous groups can use AR to maintain the land as a storage device of their knowledge. 

References

Porter, M. E., & Heppelmann, J. E. (2017). Why every organization needs an augmented reality strategy. HBR’S 10 MUST, 85.

Indigenizing Curriculum and Instruction

Module 1, Post 3

The Aboriginal Perspectives website contains information to help teacher infuse their instruction with traditional aboriginal perspectives. It includes 7 different lessons each consisting of several smaller video segments, featuring aboriginal role models that give interviews about their careers, education, and a bit about them as a person, plus demonstrations of traditional activities such as tipi building, birch bark biting, and counting in Cree. The site includes materials for 35 different math activities (grades 4 & 6) from delivered workshops, along with 13 different Aboriginal games and a shortlist of references.

Aboriginal Perspectives. (n.d.). Introduction. http://aboriginalperspectives.uregina.ca/introduction.shtml

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Advancing STEM Knowledge in an Indigenous Professional Learning Community

Module 1, Post 1

The is an online professional learning community formed between the First Nations, Metis & Inuit Education Association of Ontario (FNMIEAO), and the Mathematics Knowledge Network. Their goal is to promote Indigenous Knowledge systems in the context of mathematics, science technology engineering & mathematics (STEM) and advance Indigenous education in Ontario for Indigenous community and all learners in education.

“We Come From the Stars” is a 6-part webinar series. Each segment is approximately 1.5 hrs. It is a community of elders gathering and sharing their Indigenous traditions, stories, and knowledge. This is an interesting example of how an Indigenous community can create connection in a digital space.

Indigenous Knowledge & Mathematics Community of Practice” is a collection of 5 videos, each approximately 5 minutes long, demonstrating the integration of math concepts through Indigenous culture and traditions (drumming, building a lodge, and medicine walk).

 

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28). Revitalizing Star Knowledge Webinars. http://www.fnmieao.com/initiatives/

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28).   Indigenous Knowledge & Mathematics Community of Practice (Exploring Math Through the Construction of a Lodge Part 1) [Video]. YouTube. https://www.youtube.com/watch?v=QHGi8YXqS7w&list=PLC-h5KFwALU2nI4lL7gu4xRjSPfDBiX8W&index=2&t=5s