Hello everyone! Posting my Summary video. I used Canva Pro version to create my slide show and used Screencastify to produce the audio. Learning new tech tools has been the highlight of this ECI834 class. Canvas LMS and Lumi were challenging at first, but with patience and time, I was able to create an online and blended course.

Thank you for all the encouragement this semester! The help from my colleagues was much appreciated, whether it was Zoom class/breakout rooms, blogs, Discord chats or watching your Summary videos. My Masters of TLL will be complete at the end of June. Megwetch and here is my Summary of Learning video!

My goal was creating an online course that is inclusive to all learners. I chose the Cree Language as instructional material because I wanted to share the message that Indigenous languages are accessible to all students in every school in Canada. Through online learning platforms, Indigenous educators have a wonderful opportunity to create accessible programs for learning languages. Using time honored instructional methods from the Cree perspectives of learning and using tech applications to support learning was the focus of this prototype assignment.

First Language is learned in context and experiential focused. Students will be prompted to take part in culture and language lessons using video formats and live experiences on the land and community participation modules. Here are some examples:

1. Cree introductions. Students learn conversational Cree to create a climate of mutual respect for self/others and home place. Basic introductions are a way to initiate conversation and open up a forum to begin learning about one another.
2. Cree language apps. Popular online applications used in our school are part of this course. I encourage the practical usage of technology to assist with learning. Access to technology promotes independent learning when our students can use online tools to assist with Cree language learning.
3. Cultural Pedagogy. Embedded in the design of this course are lessons that validate Cree ways of knowing and ways of learning, such as Elders as knowledge keepers and storytellers, learning on the land, respect for the land and importance of community and kinship.

Creating Content using Technology and applications. Generating lessons on how to incorporate Cree language as a base for an online program was challenging, mainly because time was a factor in learning how to use Lumi and LMS Canvas. The Cree language content exists and is applicable in everyday life. Finding online material to support the topics I chose was also time intensive especially sources that would validate the Cree ways of learning. I overcame these challenges by finding sources that gave practical explanations and instructions and seeking advice from colleagues/peers that had experience with content creation. Accommodating 21st century learners by investing time and resources to digital pedagogy was worth the effort this semester. I am proud that I chose the field of language for this prototype and give Indigenous language an online platform accessible for all learners.

Megwech…thank you!

Hello everyone! Here is the link to my course prototype created on Canvas LMS.

Please let me know if you are able to access the Canvas document.
Enjoy…and I look forward to seeing everyone of your projects.

https://k12.instructure.com/courses/6936~1450971

Hello everyone! Here is the link to my course prototype created on Canvas LMS.

Please let me know if you are able to access the Canvas document.
Enjoy…and I look forward to seeing everyone of your projects.

https://k12.instructure.com/courses/6936~1450971

My Peer Reviewer role! I was tasked to review two modules written by my peers. This task was uncomplicated because Katia provided a detailed template guide. I spent a fair amount of time reading each of the two modules and referenced the guide to provide, accurate feedback before I engaged in the actual online modules. I think what I appreciated the most from this assignment was:

1. The time that it takes to write an online blended course reflects in the quality of work that is presented. Less is more! I personally know that writing curriculum is time intensive but is rewarding when you see quality and student interaction.
2. Curriculum writers create content that is student centered. Just as in a live classroom, online classes build in motivational sets, anticipation sets, guided instruction, student interaction, and assessment that guides further instruction.
3. Teachers/instructors do not have to leave their personal teaching styles at the door! We can still incorporate personal style with voice, choice of tech tools and applications, type of interaction, student outcomes and choice of assessment.

Reviewer: Comments on Prototype Modules

I would like to encourage my peers to keep creating and producing quality work. The prototypes were written in diverse voices that responded to the issues/challenges that students/learners face in society. Outcomes that reflect student needs is the purpose of education. My peers used their personal leadership styles to create an online course that responds to meeting needs. The ADDIE model is adequate for curriculum development because it gives the framework to produce quality work. The ADDIE model was used with proficiency, making the lessons in their modules easy to reference.

Lesson content was varied between the modules I reviewed. I found I had to switch my learning mode from high school student to adult learner. From the lens of a learner, I appreciated the simplicity and flow of content, while adhering to the overall goals of the assignment. Content written to target a specific audience was achieved. The flow between tech tools/applications was balanced with individual reflection with time for written responses. Being encouraged to write to the audience of your choice was a plus. Both prototype themes were written to accommodate a targeted group of learners. The creators felt that student-teacher interaction while completing an online class is an important social tool to engage their students. Overall, I felt encouraged by the work presented in these two modules because it gave me time to reflect on my own learning and ways to improve my prototype.

Receiver:

I appreciated the constructive feedback that was given. My topic choice covers all domains of learning: mental, emotional, physical, spiritual. Trying to capture elements of all domains was my intention and I realize that I will need to clarify this moving forward. Moving away from a traditional way of teaching/knowing to an online classroom takes creative, in-depth planning. As the curriculum writer, I have a lot of knowledge to share of First Nations language and culture. As an online curriculum creator, I need to take advantage of the platforms that are used in today’s classrooms.

Another observation I would like to make is that thorough planning is still the norm being taught at the university level. It has been a long time since I sat in a university class (1991) and using the ADDIE model to guide my planning brought me back to my undergrad days.

The feedback I received highlights:

1. Using H5P makes learning interactive. I have the mindset to encourage interaction (even if its in the form of a worksheet) but incorporating H5P is a good fit for online classwork.
2. Create connection! Give my students something to build knowledge with, e.g., explain a concept before the lesson starts. Build on their prior knowledge through connections.
3. Land based learning and connecting to culture is validated. Educators value the need for our students to learn in this way. Cree pedagogy is an acceptable standard in today’s classrooms as a way to meet the needs of “all” students. This is encouraging to hear!

Thank you for reading my blog! Looking forward to reading more prototypes and giving my support!

My prototype project module 1 will be presented in 2 lessons that include: instructional material, student activity in the form of video and Cree language apps, and assessment worksheets. The lessons will demonstrate an effective model to use Land Based Learning to teach Cree language in context of home, community, and culture. Technology supports Indigenous land based learning by giving students access to tech tools and applications that assist with language learning.

Module 1: Lesson 1 “Winter: pipon”

https://docs.google.com/document/d/1SAsQ1VaEsRTyB-VYh-dF-UEB_k2OL5z26QFX4JprepM/edit

Module 1: Lesson 2 “Tracking in the Winter: Animal Tracks”

https://docs.google.com/document/d/10ag2o8eEA6VySJNxR_UGxN3tnleYhQ8qmvzBGD8VrZo/edit

Lesson 2: Photo Essay template

https://docs.google.com/document/d/1Px9RRAOlkTf1avywDOyp03I13G5jYQ5i1pRhsGjrQs4/edit

Cree Language Instruction prototype created on the Lumi LMS. Content creation is a task that has proven to be a challenge for me with learning a new LMS program. I am diligently task focused and should have that up and running on the next assignment. Thank you for understanding and being patient with me!

Hello everyone! I am uploading the ADDIE template for the prototype project assignment. I hope you enjoy reading my shared vision for First Nations language and culture learning in the classroom.

ADDIE

https://docs.google.com/document/d/1TXUJQ5triFd7G_BXe6P717H9luTT1n7VusMO9vtUSaM/edit

My prototype project is to create a blended unit for Cree Language instruction. Students will engage in my instruction based on the Nehinuw (Cree) view of home, culture and language are a child’s first teacher. Goulet & Goulet (2014) advocate for effective instructional practices for teachers of Indigenous students in both theory and practice by asking teachers to incorporate Indigenous knowledge and epistemologies through the use of Indigenous practices and methods that support learning and fully develop student’s potential (p. 5). My language unit will incorporate traditional Cree cultural practices supported by first language instruction. Language comes to life for learners when they are engaged in experiences using First Nations methods of teaching children.

The challenge for me as a digital citizen is using technology to assist with learning in my classroom. Creating programs and artefacts using online resources/tools is not something I practice everyday. One can say that I am definitely “old school”. Last semester I enrolled in the graduate course EC&I 832 Digital Citizenship and Media Literacies and learned lots of practical tech skills. I became a confident learner by learning with my students as I put theory into practices. My children are millenials and are teaching me more new things everyday. I have embraced the mindset that classrooms have changed and my teaching practices must also change. This prototype project is a good way for me to embrace tech assisted learning.

Time! Creating programs, curriculum and lessons for online learning is time intensive. Time is something I cannot buy so everyday I am working on my prototype: learning the LMS system, video creation, uploading, etc. What I bring to this project is my First Nations culture, language and worldview. This cannot be taught from books but must be a lived experiences. I will use my First Nations ways (epistemology) in a written and tech produced unit. Thank you for reading! Migwetch

I was new to online teaching when I started incorporating ed tech to assist student with their learning. I had just started a new classroom contract in Grade 5, which was a big change from full time high school. The fall of 2020 began with meeting my students through daily hour long Zoom classes. Students slowly transitioned back to the classroom by being grouped into cohorts of 5-6 and more face-to-face instruction (6 feet apart, ppp masks and intense sanitation rules). Providing instruction to small groups every day was repetitive and I found that student engagement was low because my students just wanted to enjoy each others company. We never factored in just how social isolation affected our students.

Online learning had many, many challenges: routines had to be established, instruction time was staggered because of internet accessibility, digital divide with multiple learners sharing a laptop, time adjustments had to be made to fit in with family/home schedules, no opportunity for one-to-one instruction, lack of homework completed and structured support in the home. Teaching media literacy skills became part of every Zoom class and took away from instructional time. I felt my students frustrations and tried my best to accommodate each situation. A specific example I can share is having to drop off homework packages because of internet problems.

Fast forward to 2022 when I returned to full time high school teaching and was met with the challenges of online learning. Tech-assisted learning in my school looked like students sharing a device (laptop) or using their personal devices (cellphones) in the classroom. Finding the balance between using tech for instruction and the world of social media is a continuing struggle. I think that as I grow more comfortable and confident with online and blended learning, the outcomes in my classroom will improve. My perceptions of this model of instruction and learning have changed over the years. As I embrace the online/blended model, my students benefit from my instruction. They become confident with tech the more we use it in the classroom. I am excited to take part in this EC&I 834 class because it will help me develop more instructional skills. Thank you for reading!

EC&I 832. The challenge to create a curriculum-supported digital citizenship and media literacies project engaged my attention when I decided to write an extension plan for the Community & Kinship unit of Native Studies 10. My interest to advance Indigenous education lead this project when I thought of the numerous ways that technology can support/assist learning. The current 2002 curriculum suggested print and web based resources are in need of an update. With the emergence of educational technology assisted learning and the world wide web, our students can apply these opportunities throughout the Native Studies course.

Major Project Summary blog post

The 2002 Saskatchewan Native Studies 10 curriculum teaches the knowledge of social and political organizations of First Nations, Metis and Inuit (FNMI) peoples of Canada. Providing students with lessons to access information on Aboriginal history, culture, and perspectives is a key goal of the curriculum. Presenting materials with traditional teachings, history and contemporary views of the culture and languages builds positive images FNMI peoples. Curriculum that supports resource-based teaching can develop and use technological literacies into their existing programs. Designing learning to source accurate, up-to-date information by incorporating technology may look different in each classroom. A common factor across curriculum landscapes is the need to create and support the development of resources from a FNMI perspective. Tech tools and the internet can be used by students to create artefacts from research. It’s also important to continue to access traditional tools, such as the oral tradition of storytelling. Respecting the traditions and protocols that bring the FNMI perspectives to life in curriculum and ensuring that information is accurate is the task of curriculum designers. To assist with research that supports a Native Studies curriculum, this curriculum extension plan outlines an approach to include FNMI the traditional ways of learning and ways of knowing, with technology assisted learning.