Category — Module 1

New Learning: Transformational designs for Pedagogy and Assessment

This website focuses on eight aboriginal ways of learning, a set of ‘interconnected pedagogies’ that take different forms depending on the surrounding context including: story sharing, learning maps, non-verbal skills, symbols and images to understand concepts, land links (place-based learning), non-linear thinking strategies, deconstruction/reconstruction of concepts and community links though the use of new knowledge.

Our Voices

“Tell me and I’ll forget; show me and I may not remember; involve me and I’ll understand. (Native American Proverb)”

This site introduces the concepts involved in and the meaning of Indigenous Knowledge. It provides brief summaries into culturally based education, oral teaching and learning, experiential learning and holistic/relational learning. It introduces the first signed Aboriginal Education Enhancement Agreement (AEEA) that is meant to enhance the learning of all students in the Richmond School District and their knowledge about the history and culture of Aboriginal peoples. It also provides an outline of the opportunities available for students to get involved with hands on learning through various summer programs and workshops.

I have been looking at some of the builds and sims in SecondLife that are dedicated to indigenous cultures, and contacting some of the creators of the content. I am curious, about what they think the risk/reward ratio is of putting this material out into a very public and sometimes disrespectful venue. Also, I want to know their thoughts on the educational value of a presence in cyberspace before I get too deeply into academic papers.

For those of you who are interested, these are two of the places I have found (I won’t post any pictures until I have permission)

http://slurl.com/secondlife/Virtual%20Native%20Lands/101/128/508  North West Coast Cultural Centre (under construction, but the future home of the immersive indigenous languages project, and the North West Coast Cultural Centre)

http://slurl.com/secondlife/Native%20Lands/13/135/24 Red Rock Mesa, at the “Squaws and Cigar Store Injuns” exhibit. The sim (or region) also has a market, a wind turbine and solar panel store, and several educational and ritual spaces.

I find that most people in this class are involved in k-12 education, but as I work in adult education I seem to be focusing more on that and also informal education. I would be interested to know if others feel that this could/should be a part of this course at all.

As was stated in the introduction to this course, there is no way to adequately answer all the questions of whether, what and how electronic technology should be incorporated into childhood education in FN communities. What I want to look at, is how this is happening now, and in the adult education context.

I want to look at the FN presence in cyberspace as it exists today, and how and why that contributes to both the continued education of FN adults and also adults and children in the dominant culture. Is this presence a positive or negative thing? Why do FN persons with a presence on the internet and in virtual worlds feel this is a) necessary and b) a safe thing to do?

Below are some links to some spaces set up to create aboriginal and indigenous places online.

Aboriginal Territories in Cyberspace http://www.abtec.org/blog/?p=109 and http://magazine.concordia.ca/2009/spring/features/second_life.shtml

One of their projects on creating games with FN youth http://www.rit.edu/gccis/gameeducationjournal/skins-designing-games-first-nations-youth and http://www.abtec.org/blog/?p=219

A report of an award granted to a project which created a FN interactive story in the virtual world of SecondLife http://www.canadianexpatnetwork.com/public/891.cfm

My research paper/project will look at aboriginal spaces online, and I will hopefully be able to discuss interactions I have with their creators as well as look at the research that has been done on the subject, as well as how this connects to the concept of educaton.

Although I will not be soley focusing on SecondLife I will post the SLURLs (the links to places in SecondLife) that are relevant to what I am looking at; but those will only be available to people who are already residents in that world, so I am hoping to film some of the places and people I will visit (with permission of course). This is the environment with which I am most familiar, so I am hoping to find other virtual spaces to connect with and broaden both my horizons and the scope of my project.

http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.html

A collaborative site by the Canadian Government and many FN associations, this site provides information on the FN history, culture, and traditions. Besides information it provides the FN elders, women, youth, and children many activities and resources. I particularly found the links for younger children appealing where the web is used efficiently to teach the children their history, language, and the traditional way of living. Many concepts are presented in game format.

http://www.collectionscanada.gc.ca/stories/index-e.html

This site is “an exhibition celebrating stories from the oral tradition of the Inuit, Métis and First Nations peoples, from the past to the present.” It is a documentation of their oral traditional that bear witness to the cultural diversity, living history and collective knowledge from which they came.

http://www.education.gov.sk.ca/aboriginal-resource-list

This site has an exhaustive list of aboriginal resources to link with all aspects of the curriculum. Very useful guide for educators

http://www.civilization.ca/cmc/exhibitions/tresors/ethno/ety0000e.shtml

This Gateway to Aboriginal Heritage has interesting activities for children and teachers. It has rich Canadian content about traditional people and their life style. It also has lesson ideas that help students learn about aboriginal history and culture.

Indigenous Knowledge and Pedagogy
This is a very detailed paper that aims to describe and evaluate work done on indigenous knowledge and pedagogy in the First Nations education. It also explains the ethics and criteria for understanding and integrating indigenous knowledge in the classroom.

LIVING SMART IN TWO WORLDS: Maintaining and Protecting First Nation Culture for Future Generations
(http://smart.knet.ca/Library/GlobalCN-paper.pdf)

Description:

In searching for articles and websites that focus on Aboriginal Youth and Technology I came across this article.  This is a paper/presentation presented in 2002 by K-Net (an IT company that worked with 6 different First Nations in the Province of Ontario).  Essentially, they looked at ways in bridging the two worlds of technology and tradition.  Most importantly, they were successful in doing so.  The paper outlines ways in which they were successful and also gives testimonials from various First Nation leaders on its effectiveness.

~ Ryan

UNESCO (The Role of Technology in Globalisation for Indigenous Youth)
(http://www.unesco.org/ccivs/New-SiteCCSVI/institutions/jpc-youth/youth-open-forum/Section_for_Youth/Resources_and_tools/Other_documents_on_youth/OXFAM_INTERNATIONAL_YOUTH_PARLIAMENT/Chapter3_Indigenous_Youth.pdf)

Description:

UNESCO (United Nations Educational, Scientific and Cultural Organization) is undoubtedly known by all. But just in case, UNESCO has several goals which include (but are not limited to) ending poverty, building world peace, creating life-long learners, and embracing cultural diversity.

Exploring UNESCO’s website I located a report prepared by OXFAM International.  Chapter 5 of this report focuses on the effects of Globalization on Indigenous Youth.  There is a section that deals with the ‘Role of Technology in Globalization For Indigenous Youth’ (page 87) that I found particularly appealing because it discusses many things that we have dealt with on our course thus far.  Specifically, technology can have both positive and negative effects on Indigenous people and their communities.

~ Ryan

Ethnos project is a Blog dedicated to providing and highlighting information in relation to communications technology and how it is being used around the world. This website not only focuses on how technology is impacting society and how it causes change but it also has links to resources that talk about preserving Indigenous culture. This site’s focus is on the use and development of ICT to help with Indigenous Knowledge Management and to help find ways to be more mindful of Indigenous cultures in order to bring about or deal with societal change.

http://www.ethnosproject.org/site/

Red River College’s H.A.W.K. Camp for Aboriginal Youth
(http://redblog.typepad.com/blog/2011/08/aboriginal-youth-soar-at-rrcs-hawk-camp.html)

H.A.W.K. Camp Slideshow

For the past two summers, Red River College has offered its Hands-On Activity Week for Kids (H.A.W.K.) which is a camp geared towards Aboriginal Youth aged 11-13.  The week-long camp introduces Aboriginal Youth to the Construction Trades, Electronics, Mechanical Engineering Technology/Manufacturing, Aviation and Civil Engineering.  Many students are getting their first introductions to these fields of study.  Besides the hands-on experiences with the trades and technologies, camp-goers also took part in many team building activities, story-telling and drumming, all aimed at bolstering each individual.  The camp is free of charge and is available on a first-come-first-serve basis. Participants also receive a free t-shirt as well as lunch and snacks each day.

~ Ryan

ACTUA   (http://www.actua.ca/en/aboriginal-youth)

Description:

Actua is a Canadian organization that provides youth the opportunity to learn about Science and Technology in an informal, practical environment.  One of Actua’s outreach programs is geared directly towards Aboriginal youth.   Aboriginal role models within the community aim to inspire the youth to become life-long learners through “hands-on” experiences.  It is expected that these positive encounters will have a lasting impact on the youth that will in turn help build and maintain strong Aboriginal communities.

~ Ryan