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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.