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Building Digital Representations of Decolonization in ePortfolios: Transforming Online Indigenous Education PROCEEDINGS

, , , University of Victoria, Canada ; , Indigenous Perspectives Society, Canada ; , University of Victoria, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this study we explore how students conceive of and build digital identity constructs within an ePortfolio on the topic of Indigenous decolonization. Having recently undertaken a shared self-study of “evidence of learning” based pedagogies, the authors restructured two Indigenous Social Work courses, with focus on inquiry processes that build from cycles of self and peer reflection on their ePortfolio artifacts. This Case Study centers on student learning within a qualitative research methodology. We pose an inquiry question, “How can the creation of an electronic portfolio support students in a transformative examination of decolonization?” The context in which we explore the question is, “How do integrated cycles of shared inquiry and reflection influence the way students build, understand and articulate their ePortfolio artifacts? Students and instructors examine decolonization themes and re-imagine themselves through Indigenous pedagogies and multimedia representation.

Citation

Gerrity, S., Mikkelsen, K., Ormiston, T., Sahara, L. & Hoey, S. (2014). Building Digital Representations of Decolonization in ePortfolios: Transforming Online Indigenous Education. In T. Bastiaens (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 629-639). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).