1. Foundation of Inuit Qaujimajatuqangit

• I created the following ungrading rubric as a way to intentionally focus myself on the Inuit Qaujimajatuqangit values in all of my work

2. Becoming a participatory & engaged digital citizen

• as someone who had almost no digital presence, outside of an Instagram account & a Facebook account I share with my husband (both of which I rarely if ever posted to).

• as a first-time online student

• as a Nunavut teacher

  1. • In our Nunavut K-12 schools, I have never done any real online teaching, even during the pandemic

     • this was due to equity of access issues of both technology, & internet access/speeds for the vast majority of Nunavut households (our internet is data capped and outrageously expensive compared to the rest of Southern Canada)

As an almost total novice at this, I decided to approach this using a similar approach to what we use in Nunavut for our Professional Development (PD) Framework for the Educator Community

• • • in that, it feels reasonable to choose 1-3 areas where I would like to improve in both the Inuit Qaujimajatuqangit ungrading rubric I made, and in my modified Ribble's 9 elements chart

    • I think some version of this approach is a healthy way for us in Nunavut to begin creating policy, curricula and online teaching & learning resources designed with Inuit Qaujimajatuqangit at their core.

3. Superproject 2.0 - MEd SCI Remix

• What could meeting the course objectives of this program look like?

  1. • in a way that includes more elements of universal design and experiential learning

     • prioritizing personal and community wellness & growth (under the Living Schools model)

• If we started with WAY less prescribed reading material, and instead worked from the outcomes themselves (and a list of guiding resources), how could we build a sustainable learning experience that fostered creative problem solving & innovative ideas brought to life in a way that was only possible through the Inuit Qaujimajatuqangit values of piliriqatigiingniq, aajiiqatigiingniq & pilimmaksarniq?

  1. • how can we build more scaffolding and support into our communication and learning design, materials, expectations and interactions while simultaneously working to remove rigidity when it is trauma uninformed and/or creates accessibility barriers that aren't based on intellectual ability or effort?