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

, , 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

Abstract

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.

Citation

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 .

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