fl2010 indigenous learners

Indigenous Learners and Flexible LearningFlexible Learning

Graduate Certificate in Tertiary Learning and Teaching (Level 7)

Kate Timms-Dean, Otago Polytechnic 2009

Contents

Who are Indigenous people?

Discussion:

Why Indigenous learners and e-learning?

Hei Tauira

Tikanga Māori

Pacific e-learners

Kate Timms-Dean, Otago Polytechnic 2009

Who are Indigenous people?

“Indigenous peoples are any ethnic group who inhabit a geographic region with which that have the earliest known historical connection…

“[The term] ‘Indigenous peoples’ may often be used in preference to… other terms as a neutral replacement, where such terms may have taken negative or pejorative connotations…”

Wikipedia, 2010.

Kate Timms-Dean, Otago Polytechnic 2009

Who are Indigenous people?

• Similar experiences amongst Indigenous and minority peoples around the world, including:

– Colonisation

– Oppression

– Language decline

– Cultural contraction

– Resource depletion

Farmer_Angel. (2007). Oppression.Accessed on May 22, 2009, from

http://www.flickr.com/photos/10260033@N08/965392377/.

Kate Timms-Dean, Otago Polytechnic 2009

The international context

• Evidence supports the idea that these experiences contribute to:

– Alienation from mainstream, “western” structures and institutions

– Cultural dislocation and language loss

– Low socio-economic status

– Poor educational attainment

Kate Timms-Dean, Otago Polytechnic 2009

Discussion:Why Indigenous learners and e-learning?

6 principles of Indigenous learning

Intercultural competence – working across cultures

Respect – respecting diversity

Negotiation – participation in planning and development

Meaningful outcomes – purposeful programmes

Relationships – building rapport

Indigenisation – connecting with the Indigenous community

6 principles of Indigenous learning

Intercultural competence – working across cultures

Respect – respecting diversity

Negotiation – participation in planning and development

Meaningful outcomes – purposeful programmes

Relationships – building rapport

Indigenisation – connecting with the Indigenous community

Group Activity:

• How can you incorporate:

– Intercultural competence

– Respect

– Relationships

in a flexible learning context?

Hei tauira

Toko ā iwi, ā wānangaInstitutional and iwi support

TikangaIntegration of Māori and iwi values and protocols

PūkengaInvolvement of suitably qualified leadership and staff

AkoDevelopment of effective teaching and learning strategies

Huakina te tātou o te whareRemoving barriers to study

Hei tauira

Toko ā iwi, ā wānangaInstitutional and iwi support

TikangaIntegration of Māori and iwi values and protocols

PūkengaInvolvement of suitably qualified leadership and staff

AkoDevelopment of effective teaching and learning strategies

Huakina te tātou o te whareRemoving barriers to study

TikangaIntegration of Māori and iwi values and protocols

Ako – reciprocal learning and teaching

Manaakitanga - hospitality

Whanaungatanga – relationship building

Kotahitanga – building new knowledge together

Rangatiratanga – learner centredness

Pūkengatanga – building digital capability

AkoReciprocal learning and teaching

• Kanohi ki te kanohi

• Learner control

• Dialogue

• Direct learner involvement

ManaakitangaHospitality

• Teacher visibility

• Cultural safety

• Āhuatanga Māori

WhanaungatangaRelationship building

• Creating synergy

• The principle of whakapapa

• Learning as a collective activity

KotahitangaBuilding new knowledge together

• Collaboration

• Learning in partnership

RangatiratangaLearner centredness

• Supporting learners to develop own ideas

• Learning is influenced by prior knowledge and experience

• Valuing of learner knowledge and perspectives

PūkengatangaBuilding capability

• Learners as experts

• Praxis focused

• Tuakana Teina

Pasifika peoples and e-learning

Information design and appeal

Order and organisation

Culturally appropriate and supportive learning environments

Recognition of Pacific communities

Information design and appeal

• Text formatting

• Colour

• Images

• Graphics

Order and organisation

• Learning objectives clearly identified

• Summary page for each topic

• Links to internet clearly visible

Culturally appropriate and supportive learning environments

• Regular face-to-face sessions

• Online support

Recognition of Pacific cultures

• Recognising Pacific diversity

• Reflect all Pacific cultures in teaching

References

Clayton, J.F., Rata-Skudder, N., & Baral, H.P. (2004). Pasifika communities online: and implications. Paper

presented at the Third Pan-Commonwealth Forum on Open Learning. Accessed on April 21, 2010,

from http://www.col.org/pcf3/Papers/PDFs/Clayton_John_Skudder.pdf.

Ferguson, S.L. (2008). Key elements for a Māori e-learning framework. In MAI review, 2008: (3).

Greenwood, J., & Lynne-Hairata, T.A. (2009). Hei tauira: summary document. Wellington, New Zealand:

Ako Aotearoa.

Neal, T., & Collier, H. (2006). Weaving kaupapa Māori and e-learning. In Journal of Maori and Pacific

development, 7 (2): 68-73.

Wikipedia. (2010). Indigenous peoples. Accessed on April 20, 2010, from

http://en.wikipedia.org/wiki/Indigenous_peoples.