You are here:

Indigenous Techno-gogies: Blended Online & Land-Based Mahoodle in Indigenous Studies

, , Department of Arts and Education, Grande Prairie Regional College, Canada

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


In this work in progress study and course redesign initiative learner perspectives on a blended online and land-based learning Indigenous Studies course at a regional college are explored. The inclusion of Indigenous pedagogies through an Indigenous resurgence paradigm and digital learning technologies inform a course design mix. The design incorporated Mahoodle and the creation of a land-based learning experience with an Indigenous land-based survival expert and knowledge keepers. The online and land-based interconnected aspects of the course were represented by learners through their ePortfolios. Our interim discoveries will focus on the relationship between Mahoodle and Indigenous land-based learning, while identifying the issues that presented challenges and solutions from the pilot course delivery. In this best practices session, we plan to show video clips of the land-based experience and ePortfolio examples so they may be seen and understood in the context of the project.


Mikkelsen, K. & AL-Asadi, A.M. (2017). Indigenous Techno-gogies: Blended Online & Land-Based Mahoodle in Indigenous Studies. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 329-333). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

View References & Citations Map


  1. Alfred, T. (2005). Wasase: Indigenous pathways of action and freedom. Peterborough, Ont: Broadview Press.
  2. Alfred, T., & Corntassel, J. (2005). Being indigenous: Resurgences against contemporary colonialism. Government and Opposition, 40, (P. 597-614).
  3. Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning, 12(3).
  4. Anderson, T. & Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-Learning, 2. Retrieved from
  5. Dron, J. (2012). The pedagogical-technological divide and the elephant in the room. International Journal on E-Learning, 11(1), 23-28.
  6. Hill, G., & Wilkinson, A. (2014). Indigegogy: A Transformative Indigenous Educational Process. Canadian Social Work Review, 31(2), pp. 175-193.
  7. Simpson, L. (2014). Land as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation. Decolonization: Indigeneity, Education, and Society, 3(3), 1-25.
  8. Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land base pedagogy and decolonization. Decolonization: Indigeneity, Education& Society, 3 (3), I-XV.
  9. Wilson, P., & Wilson, S. (2015). Indigeogy. [Keynote Presentation at Chiefs of Ontario, Charting Our Own Path Forward Education Symposium, Thunder Bay, ON]. Retrieved from,

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact