{"id":43296,"date":"2018-04-15T18:45:19","date_gmt":"2018-04-16T01:45:19","guid":{"rendered":"http:\/\/world.edu\/?p=43296"},"modified":"2019-03-01T11:50:54","modified_gmt":"2019-03-01T19:50:54","slug":"can-we-really-teach-indigenizing-courses-online","status":"publish","type":"post","link":"https:\/\/world.edu\/can-we-really-teach-indigenizing-courses-online\/","title":{"rendered":"Can we really teach \u2018Indigenizing\u2019 courses online?"},"content":{"rendered":"

\"\"
\nOn April 16, Canadians \u2014 and internet users around the world \u2014 have the opportunity to participate in \u201cIndigenous Canada<\/a>,\u201d a\u00a0Massive Open Online Course<\/a>\u00a0(MOOC) offered through the University of Alberta and the Coursera consortium of online learning providers.<\/p>\n

Similar courses \u2014 for instance on \u201cReconciliation through Indigenous education<\/a>\u201d and \u201cAboriginal worldviews and education<\/a>\u201d \u2014 are offered by the University of British Columbia and the University of Toronto respectively.<\/p>\n

\u201cIndigenization\u201d of the curriculum is an urgent issue in Canadian higher education.<\/p>\n

As a non-Indigenous faculty member at Thompson Rivers University, I make no claims to speak for, or about, Indigenous communities. I specialize in learning technologies, have a strong interest in instructional design and e-learning and my doctoral thesis was on\u00a0social presence in MOOCs<\/a>.<\/p>\n

My university has\u00a0made a priority of \u201cIndigenizing\u201d curricula<\/a>\u00a0and expressed the desire to be a \u201cuniversity of choice\u201d both for Indigenous students and for open, distance and online education. Given my role as a faculty member is to support learning technologies and instructional design initiatives, I have taken a strong interest in Indigenization programs across Canada.<\/p>\n

Indigenous ways of knowing<\/strong><\/h4>\n

So what are we talking about when we discuss Indigenization? Camosun College, in their \u201cInspiring relationships<\/a>\u201d strategic document provides a useful starting point in this discussion:<\/p>\n

\u201cIndigenization is the process by which Indigenous ways of knowing, being, doing and relating are incorporated into educational, organizational, cultural and social structures.\u201d<\/p><\/blockquote>\n

Of the\u00a094 Calls to Action issued by the Truth and Reconciliation Commission of Canada<\/a>, seven deal specifically with education while another while another four deal with \u201ceducation for reconciliation.\u201d<\/p>\n

\"\"

A paper bag used to collect the tears of those testifying, to then be burned in a sacred fire, is seen at the final day of hearings at the National Inquiry into Missing and Murdered Indigenous Women and Girls, in Richmond, B.C., on Sunday April 8, 2018. THE CANADIAN PRESS\/Darryl Dyck<\/p><\/div>\n

Higher education clearly has a role to play in helping to implement these calls to action \u2014 through teacher education programs, and across the entire curriculum.<\/p>\n

Within the context of MOOCs \u2014 and e-learning generally \u2014 there is much potential to align with Indigenization curricular goals. MOOCS, for example, could amplify and extend place-based, problem-based and project-based learning of Indigenous content as well as language revitalization and storytelling.<\/p>\n

There could also be great value in bringing Indigenous content to a potentially \u201cmassive\u201d audience. In the past, some MOOCs\u00a0have seen enrollments in the hundreds of thousands<\/a>.<\/p>\n

Didactic teaching methods<\/strong><\/h4>\n

The concern is that there is, as yet, little evidence which speaks to good practices for Indigenizing these types of massive online courses.<\/p>\n

The question arises of how to incorporate Indigenous ways of knowing, being, doing and relating into the way these courses are designed, delivered and facilitated.<\/p>\n

As an instructional designer I am constantly going back to the question: Who are the intended learners? And what are their needs in relation to the content, subject matter and program of study?<\/p>\n

While there is still much to learn about who participates in MOOCs and for what purpose,\u00a0some studies on this topic<\/a>\u00a0have shown that MOOC participants tend to be university – or college – educated males in their 20s to 40s. Results from my own doctoral research study are consistent with this profile.<\/p>\n

It will be interesting to see what outreach the providers of these Indigenizing courses and their institutional partners will engage in \u2014 to reach as diverse a range of learners as possible.<\/p>\n

Another concern is that MOOCs offered through Coursera, EdX and other similar providers use relatively didactic, one-way teaching methods. The learning management software, course design and learning outcomes have tended to favour a homogeneous,\u00a0cognitive-behaviourist approach to teaching and learning<\/a>\u00a0\u2014 with little interaction between instructor and students, and evaluation and assessment frequently automated.<\/p>\n

I am curious to see what variations of the typical\u00a0\u201cxMOOC\u201d pedagogy<\/a>and curricular approach may be employed when speaking to and about Indigenous knowledge and world views.<\/p>\n

Diluting and distorting complex content<\/strong><\/h4>\n

It is also worth mentioning that\u00a0MOOCs have notoriously low completion rates<\/a>.<\/p>\n

It has been argued that this is not necessarily a bad thing \u2014 rather, that\u00a0participants choose their own learning outcomes and pathways through the courses<\/a>. Again, my doctoral work is consistent with these findings.<\/p>\n

The point is that addressing important content using a format which has a low participation and completion rate runs the risk of diluting and diminishing the content within academic and public discourse.<\/p>\n

\"\"

University of Pennsylvania professor Peter Struck, accompanied by teaching assistant Cat Gillespie, teaches a mythology class during a live recording of a massive, open online course (MOOC), in Philadelphia in 2013. (AP Photo\/Matt Rourke)<\/p><\/div>\n

There is also a risk of speaking so broadly of Indigenous issues that these courses distort the complex diversity of Indigenous experiences in Canada. I will be interested to see how the University of Alberta and University of Toronto speak to the complex plurality of First Nations relationships within their home regions of Ontario and Alberta and across Canada generally.<\/p>\n

A surfeit of data<\/strong><\/h4>\n

There is also the question of learner analytics<\/a>. Coursera, Ed.X and their institutional partners collect vast quantities of data on platform users and their pathways through course content. This information can be aggregated and used for a wide range of purposes.<\/p>\n

It would be interesting to hear from learning software providers and their institutional partners how their analytics are used, and \u2014 from a practical standpoint \u2014 how this usage will enhance teaching and learning on the topics addressed.<\/p>\n

We are still in the very early days of assessing good practice in Indigenization curricular initiatives vis-\u00e0-vis e-learning, distance education and instructional design.<\/p>\n

Three of the country\u2019s most respected and high-profile universities are to be commended for bringing Indigenous content to a potentially \u201cmassive\u201d audience of learners from around the world.<\/p>\n

These efforts, should in turn, lead to valuable lessons in how institutions of higher learning can leverage online learning to improve access to, and quality of, their offerings on Indigenous topics.<\/p>\n

Author Bio:<\/strong> Matthew Stranach is Coordinator, Educational Technologies at Thompson Rivers University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

On April 16, Canadians \u2014 and internet users around the world \u2014 have the opportunity to participate in \u201cIndigenous Canada,\u201d a\u00a0Massive Open Online Course\u00a0(MOOC) offered through the University of Alberta and the Coursera consortium of online learning providers. Similar courses \u2014 for instance on \u201cReconciliation through Indigenous education\u201d and \u201cAboriginal worldviews and education\u201d \u2014 are […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":43297,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12113],"coauthors":[11733],"class_list":["post-43296","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-moocs"],"acf":[],"yoast_head":"\nCan we really teach \u2018Indigenizing\u2019 courses online? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/can-we-really-teach-indigenizing-courses-online\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Can we really teach \u2018Indigenizing\u2019 courses online? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"On April 16, Canadians \u2014 and internet users around the world \u2014 have the opportunity to participate in \u201cIndigenous Canada,\u201d a\u00a0Massive Open Online Course\u00a0(MOOC) offered through the University of Alberta and the Coursera consortium of online learning providers. 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