I have reached a milestone in my MALAT program. I have reached the point in this program where my work will move from consumption to creation. It is an exciting point to come to. In this program we have covered a wide range of topics that surround the intersection of Andragogy and Technology enabling tools. In mid-stride of our program, a world-wide pandemic forced almost all educational institutions and organizations to quickly review, enable and enact some version of online education. This shift was made on an extremely tight timeline and without prior planning. The results were at best varied, and there were, and are, many lessons being learned.

My research topic is positioned within my own work within an educational organization that quickly moved online. As the pandemic hit I was the Director responsible for all the classrooms, instructors and students of the FNTC First Nations Technology Council, an Indigenous organization that created and delivered F2F technology sector training to Indigenous communities throughout B.C. We quickly mobilized and moved all our classes to online versions within three days; with all our Indigenous students quickly returning back to their home communities and joining our newly created online programs.

Community is a cornerstone of Indigenous education, and we have worked hard to continue those feelings of community and togetherness for our Indigenous students as they moved online. We have created these online spaces with best practices of both Indigenous Ways-of-Knowing and Andragogy. The lessons learned are important to share back to Indigenous communities, so I would like to consider the creation of a document that would outline this work to share with other Indigenous learning communities.