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Who was this made for?
Who was this made for?
Nunavummiut
lenses of: technology, Inuit Qaujimajatuqangit, Nunavut, settler teacher/allyship, autism/disability, sustainability & wellness
resources, sample subject/lesson/curriculum connections feature Nunavummiut and
K-12 or post-secondary
most resources are best for grades 7+
Teachers or students
through the lenses of:
online teaching & learning
accessibility (in ethos, methodology, design, access)
praxis: taking action
decolonizing education & research, which to me means letting go of:
prioritizing the written word over all else
a transmissive, factory model of "learning" - i.e. replication
lack of connection/impersonal/individualistic learning models
recognizing "experts" as PhD holders only
"saviour" or paternalistic thinking or behaviour towards any community
Other CBU MEd SCI students
My work incorporates aspects from all six of my courses from this year into 1 piece:
6101 Fundamentals of Sustainability - sustainability & social justice
6104 Curriculum Inquiry - curriculum links to Nunavut, & suggestions for technology & online design that increases accessibility
6105 Health Promoting Schools - focus on Living Schools & wellness
5131 Digital Citizenship, Global Community - focus on International Society for Technology in Education (ISTE) & Ribble's 9 elements
6103 Education for Sustainability & Entrepreneurship - creativity, innovation & social justice
6115 Research Methods for Education - decolonizing research
6106 Indigenous and Global Perspectives on SCI - decolonizing education
What is this? How does it work?
What is this? How does it work?
An attempt at more holistic learning within the Factory Model
An attempt at more holistic learning within the Factory Model
You can navigate all content within embedded map above, or click the link to open a new window with the visual, clickable, Mindomo map I have created as a basic framework I think could be used to design a course, create an e-portfolio, or collaborate with others online.
It has links to resources, research, and my other work built-in, which could be kept, or easily substituted to localize/personalize this framework to your own context. Feel free to copy or remix it you wish.
Understanding & Using the Mindmap
Understanding & Using the Mindmap
In the mindmap, most items have an attached note. Most notes have the following 2 items:
This is where I connect elements of this project to digital citizenship, using either:
Ribble's 9 Elements of Digital Citizenship, or the
ISTE (International Society for Technology in Education) standards
The resources under this heading illustrate basic information or ideas on how you could explore this topic
This is where I detail examples from my work that connect to that concept. These examples may come from any of my 3 websites, or from any of the 3 social media platforms I have included, as my work is all holistically connected.
The resources under this heading illustrate ways I have explored that concept myself as a student
ISTE Connections
ISTE Connections
The following ISTE (International Society for Technology in Education) student standards helped guide the development of this website, and the larger project it fits within.
1.4. Innovative DesignerStudents use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Students:1.4.a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.1.4.b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.1.4.c. develop, test and refine prototypes as part of a cyclical design process.1.4.d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Students: 1.6.a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 1.6.b. create original works or responsibly repurpose or remix digital resources into new creations. 1.6.c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 1.6.d. publish or present content that customizes the message and medium for their intended audiences.
What else was in the soup?
What else was in the soup?
Essential/integral sources from "non-academic" things I read, watched, listened to, etc during this time, without which, my path may have been much more conventional.
Reservation Dogs (2021)
Reservation Dogs (2021)
Important to me because:
this show is Indigenous-driven/led in all aspects in a way you can feel
It's funny and honest and its focus on connection, culture, family, community, trauma and healing from an Indigenous perspective made this show an integral part of processing:
general feelings of unease I had about the lack of Indigenous voice in most of my courses
while continuously being asked to engage with resources that often felt like non-Indigenous scholars' re-packaging of Indigenous knowledge
the general lack of diversity of perspective I saw and felt in the design of my courses, and in online asynchronous "formal" education, more generally
the loss of 4 youth (in our community of ~1800) during the time I was doing this work
Accomodations & Accessibility
Accomodations & Accessibility
During the period of this work I was also processing a recent diagnosis of ASD (Autism Spectrum Disorder) and:
the complex feelings that emerged from finding out for the first time at the age of 38 that I have a developmental disability
researching & navigating accommodation tools & processes for my learning, work, communication, wellness and growth as a student, teacher (and human) with a disability.
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