Indigenous Techno-gogies: Blended Online & Land-Based Mahoodle in Indigenous Studies
Kirsten Mikkelsen, Ali M. AL-Asadi, 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).
© 2017 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
- DraftIndigenous Techno-gogies EdMedia2017 Mikkelsen & AL-Asadi.pptx (Access with Subscription)