LRNT523: Assignment 1 – People in the Field (Individual)

I currently live in Yellowknife, Northwest Territories, but I am an Inuvialuk from Tuktoyaktuk, one of the six communities that make up the Inuvialuit Settlement Region (IRC). There are a tremendous amount of influential people in my life as being raised in an Indigenous community is unique. Our connections and strength moves forward through our families and communities we were raised in. Knowledge passed on from those before us, is not seen as individual ownership of that knowledge, where one person is recognized as influential. Rather, it is traditional knowledge we use to guide us forward shared by all Inuvialuit and I believe that our knowledge and contributions stem from all individuals who have touched our lives. 

Inuvialuit means the real people and we are represented by IRC (2021), which is the organization I would like to highlight as having made significant contributions to Inuvialuit education and technology. The first big impact came when our Inuvialuit ancestors refused and walked away from signing Treaty 11, presented to them by the Government of Canada in the early 1900’s. I was told Inuvialuit were invited to the shores of Tsiigehtchic to sign a Treaty on Gwich’in land and instead of signing, without words, Inuvialuit leaders left swiftly in their qayaqs in the middle of the night. 

The second big milestone was the signing of the Inuvialuit Final Agreement on June 5, 1984 taking back control from decades of the Government of Canada’s attempts to assimilate and abolish Inuvialuit even after our ancestors refused Treaty 11 (2018). This Land Claim Settlement was the first of its kind in the Northwest Territories. 

These milestones are relevant to the field of education and technology because they provide opportunity to share our perspectives, safely. The Inuvialuit Regional Corporation (2021) has now spent over three decades implementing and creating digital educational resources to reach Inuvialuit and learners all over the world. Some of the current examples of online resources created and available are:

  1. Taimani – At That Time (2017)  is a visual guide of the Inuvialuit timeline from our perspectives.
  2. Inuvialuit Pitqusiit Inuuniarutait (2012) meaning Inuvialuit Living History is a digital resource highlighting the MacFarlane collection and Anderson River Inuvialuit
  3. Inuvialuit Digital Library (2014) is a valuable resource that provides support for Inuvialuktun teachers, and promotes the language as part of their mandate. This is a collaborative resource with the University of Alberta to provide resources digitally.
  4. Qilalukkat! Belugas and Inuvialuit (2019) is an exhibit showcasing the cultural practices passed on through generations and available for viewing digitally and in person at the Canadian Museum of Nature in Ottawa, Ontario.

These digital learning resources illustrate milestones Inuvialuit have achieved since refusing the Treaty first presented. Digital education and preservation give many who are facing struggles from centuries of abuse and colonialism a chance to build on our internal connections and move forward in a positive direction. The Inuvialuit Regional Corporations contribution in developing digital resources opens doors for Inuvialuit like myself, not currently living within the ISR, but where our family, communities, and hearts reside.


Canadian Museum of Nature (2019). Qilalukkat! Belugas and Inuvialuit: Our survival together.

Inuvialuit Communications Society (2018). Treaty Declined. Tusaayaksat Magazine: Spring Issue. Pg. 72-74.

Inuvialuit Cultural Resource Centre (2012). Inuvialuit Pitqusiit Inuuniarutait: Inuvialuit Living History.

Inuvialuit Cultural Centre (2014). Inuvialuit Digital Library.

Inuvialuit Regional Corporation (2017). Taimani: At that time: Inuvialuit Timeline Visual Guide.!/home/

Inuvialuit Regional Corporation (last edited 2021). Inuvialuit Final Agreement.


Unit 1: Activity 3 Reflection Weller 2002 to 2011

Lesson 1 Immediate Relevance: 2005 Video

Video continues to be a part of my own learning and others around me access video, particularly YouTube, on a daily basis. I have not used YouTube personally to create my own lessons, however; family, friends, and I use it for quick knowledge and to problem solve, construct an item, or learn about a new concept. This is relevant and demonstrated through the comparison chart on page 87 between formal education and Informal Learning (2020). The latter for example being experimental, innovative, and a solution to short-term needs, which is satisfying.

I recently took apart our entire washing machine with the help of YouTube to repair the rubber ring within. Without video I would have less in my pocket and may have even replaced the item impacting the environment and spending grocery money. Another example of the beauty of video education, is my daughter was sitting on our couch crocheting. I’ve crocheted previously and years ago tried to teach her without gaining any enthusiasm. I asked her last night, when and where did she learn to crochet a blanket? Her response, was, YouTube. My husband wants to learn more about cryptocurrency and YouTube is his primary resource for education. YouTube provides information that we do not want to ask others about or use up their time, and it gives us immediate access to solutions through a visual demonstration. Video is relevant, popular, and accessible.

Lesson 2 Work Contradiction: 2003 Blogs

Blogging and the continuous involvement to be a blogger, respond to a blogger, or contradict and engage in others blogs, is extremely tiring and not at all a part of my work environment. In my opinion, blogging seems to be for individuals who have an excess amount of time online. I would rather sit with a friend, co-worker, or family member and have a personal conversation where the back and forth is immediate, opinions conversed and conversations kept private. Knowledge or information I gain in blogging is not something I use in teaching, education, or my current business environment and rather contradicts the progress I like to see at the end of the day. I would prefer to have concrete work to look at and that would bring a satisfaction of accomplishment versus blogging about my opinions, feelings, or points of view, which seems more for personal social media or in-person dialogue. It is difficult to imagine the physical cues that are missing through a blog. However; maybe I am mistaken and I have not found an opportunity or tried to be  successful with blogging and there is money to be made and knowledge to gain.

Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. 25 Years of Ed Tech: The serialized Audio Version. (2021).

Unit 1: Activity 2 – Reflection Chapters 1 to 8

From my perspective, the story of educational technology starts when the web was invented, in 1989 by Sir Tim Berners-Lee (pg 15). Learning that the foundation of the web started with a problem of sharing information is enlightening to me. One of my struggles is sharing cultural knowledge and teachings. I am not inventing a new idea, but wanting to use the idea of the web to resolve a problem I have, with education technology being one of the solutions.

One of the arguments presented is the freedom of technology and as Weller puts it “a system with no central authority” (pg 17). As a web user, I understand the risks associated. From one extreme, individuals can publish anything, true or false. With digital platforms like Wikis users “can track edits, roll back versions, and monitor contributions” (pg 25) which to me is invaluable for sharing information and making individuals accountable for their online contributions so the false information can be challenged.

Another area presented by Weller that was compelling to me is the first Open University, developed in 1999, two years after I graduated high school. 22 years later, in 2021, I am participating in my first program that requires no printed material, 100% digital. It is not a surprise that a revolution like education technology has taken decades to be implemented, as so many learning outcomes, in my experience, have been controlled by the Government and Churches. The web can eliminate this control and offer opportunities for other organizations so educators and learners like myself can access and take control of our learning.

Thinking of the evolution of education technology, if I were to write a book, it would begin in 1997, my first year of college where I was first introduced to the web. I enjoy making personal connections in my writing for the benefit of others, particularly from my home community. If I cannot make those connections, like a computer, I begin to crash and eventually, I shut down. Lastly, my story would not be a book, but rather, an ebook.


Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. 25 Years of Ed Tech: The serialized Audio Version. (2021).

Reflection on Words by Dr. George Veletsianos’

The support of Dr. Veletsianos’ words to take a daunting concept and bring it forward in simplicity was what I needed to hear. I took away two very helpful thoughts that he provided.

The first is the metaphor of research and to think of it like pealing an onion. Opening each new layer is a visual that will stick with me when conducting research, layer by layer, peeling back information to get to the juicy details within.

Second is thinking of the literature review in another way, using relevancy to narrow down and decrease the overwhelming feeling of what I tend to think of when I see a list of articles pop up and the feeling of obligation that I must read it all, setting myself up for failure. Bringing forward the why and focusing on information that is relevant and hearing Dr. Veletsianos’ use the word, relevant is a huge sigh of relief.

Together, peeling through relevant research, like peeling an onion, already feels like a bit of pressure is released when I think about the Research I will be doing. Quyanainni, Thank you.

Myrna Pokiak Unit 1 Assignment 1 (Individual)

It was a surprise that gave me a smile today to hear the feedback from Loni and I am honored to share my writing for those of you interested, it took a lot of emotion to put it into words. My topic question was:  What is Self-Directed Learning? Why is this important to my own learning and the development of Inuvialuit Education and Technology?

Code, Allan. (2020). Pandemic – At the end of the world. [Video]. The National Film Board of Canada.

Garrison., D.R. (1997). Self-Directed Learning: toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.

Inuvialuit Regional Corporation. (1984). Inuvialuit Lands.

Johnson, R.B., and Christensen, L. (2014). Introduction to educational research. In Educational Research: quantitative, qualitative, and mixed approaches (pp.2-28). Thousand Oaks, CA: Sage.

Royal Roads University. (2021). Academic Writing: [Video]. Qualities of academic writing.

Wikipedia. (2021). Geography of British Columbia 

Unit 4: Activity 1 (DLEs in Rural Areas of Canada)

Authors: Ben Chaddock and Myrna Pokiak

We would like to start by bringing our thoughts to the 215 children who were forced to attend a residential school in Kamloops, BC, never to return home again (CBC News, 2021). This heart-breaking news is another reminder of the dark history of Canada’s maltreatment of First Nations peoples. The Residential School system will forever tarnish the history of our country, as well as other maltreatments of the First Nations people across this great land. 

The last Residential School closed in 1996 (Gray, 2021), but the healing will take generations. We would like to acknowledge that for many Dene, Metis, and Inuit peoples, the current school system continues to be a reminder of the pain and grief caused by past governments and religious organizations. During this most difficult moment, we can only wish that the spirits of the children find their way home, and the world takes notice to ensure such things never happen again.

In today’s post, Ben and I explore the challenges surrounding the application of digital learning technology in rural communities. We decided to explore these challenges in the context of Canadian rural communities including the far North.

There are many challenges facing Canadians in our rural communities. With regards to education and the advent of digital technologies, there is a mix of positive and negative impacts. We have accumulated a list of these impacts and summarized the key notes below. If our goal is to aim towards a future where as many Canadians as possible have access to the tools and resources they need to achieve their personal, professional, and community goals, then our ability to communicate our needs and carefully allocate our resources will contribute to achieving this equality of access in due time. In the meantime, great awareness needs to be taken by our education leaders to maximize the experience of our current student body.

Positive Impacts – things that are going well:

  • Attending educational programs from home communities
    • In areas where internet capacity is adequate, students can remain in the comfort of their home or community environment and participate in educational programs. 
      • This can be very helpful for children  who still rely heavily on their parents, or need support in balancing their academic studies with the rest of their day-to-day activities. 
      • For example, remote learning students were able to get more sleep, reduce chatter or bullying, lower the stakes and focus on the development of the whole student, and discover the power of self-pacing and self-determination (Fleming, 2020)
    • Teaching in Canada’s Far North is greatly challenging, however the number of schools has increased since 2017, from 7 to 20 institutions (ECE, n.d.). 
      • The Northern Distance Learning (NDL) program uses a blend of online and in-person high-school classes to help students access a greater variety of courses (ECE, n.d.). 
      • At From East Three secondary school in Inuvik, NWT, classes of up to 20 students can participate at a time (ECE, n.d.).
      • Student success rates are promising (about 70% credit acquisition rate), and are made possible by strong relationships between students, teachers and administrative staff (K12 SOTN, n.d.). The NDL illustrates how distance learning can help fill a need in the community given the right tools and resources. 
  • Expand cross-cultural connection
    • Khoo (2019) frames digital learning not as a commodity, but as an aspect of a gift economy, whereby learners can interact and build connections with students and teachers outside their immediate social and cultural groups (34:17).

Negative Impacts – things that need more attention:

  • Limited Infrastructure: 
    • Currently, only 45% of rural Canadians have access to high speed internet (Broadband Fund, 2021). 
    • Two financial projects have been announced to help bridge this gap, “the federal government’s $1.75-billion Universal Broad-band Fund and the CRTC’s $750-million Broadband Fund (Brownell, 2021). 
    • However, Byron Holland, chief executive of CIRA suggests that $6-$12 billion is actually needed (Brownell, 2021). 
    • This situation is attracting interest from large players in the communications sector, who are using this situation as a consolidation powerplay. 
      • For example, “Rogers, one of the country’s largest service providers, recently promised to create a $1-billion fund to increase connectivity in remote, rural and Indigenous communities if its proposed takeover of Shaw Communications is allowed to go through” (Brownell, 2021). 
    • Although digital infrastructure and broadband capacities have improved, consumers continue to increase their reliance on digital technologies. If consumer needs and use of the internet remain stable, then hardware infrastructure and broadband capacity may have a chance of catching up; however, until then, there will be a lag since current capacity already lags behind consumer need (White, 2020).
  • Slow Internet Speeds 
  • High cost of internet
    • The price and quality standard of internet access is also different in northern Canada (Latour, 2018)
    • For example, the internet provider Northwestel is currently able to provide 150 GB/month for $129 dollars. This is an improvement however, with Northwestel offering  just 100GB/month for the same price back in 2018. In comparison, that same year, Bell Canada offered Toronto customers unlimited monthly data for $50 a month (Levinson-King, 2019).
    • The Nunavut territory is the only region of Canada without access to fibre internet. To reach the Canadian household average data usage, a Nunavut household would have to spend $7,000 annually, approximately 5-6 times more than the average (Tranter, 2021)
  • Cultural
    • To maximize the use of online learning technologies, greater attention needs to be placed in areas of curriculum design to “respect and build on aboriginal ways of learning. In fact, that might also benefit non-indigenous learners as well” (Bates, 2019). 

It is in our nation’s best interest to create opportunities that maximize the creative and intellectual capacity of the peoples of this land. As more and more Canadians are required to use the internet for personal, professional, and educational activities, increasing access to the digital landscape will help us maximize the value each Canadian can share with their community (Canadian Internet Use Survey, 2019). Improved internet infrastructure will aid in this goal. Until then, support for programs that blend online tools with in-person learning will help young Canadians reach their academic goals. With regards to educational design, administrators need to strongly consider the needs and limitations of our rural learners and incorporate alternatives into curriculum structure and assessment resources.  For example, eLearning programs should include access to printed materials. Moreover, digital tools should be used as a supplemental resource, not a replacement for professional and caring teachers in each community. Using a combination of communication and consideration, together, we can innovate and build towards an educational experience that helps all Canadians reach their creative potential (Kuu, 2019).


Bates, T. (2019, March 3) Why are there few online programs in Canada’s Far North?

Broadband Fund (2021, March 19). Canadian Radio and Television Communication: Broadband Fund Closing the Digital Divide Canada. Retrieved May 30, 2021, from

Brownell, C. (2021, April 8). The pandemic has exposed Canada’s internet problem. Maclean’s: Technology.

Canadian Internet Use Survey. (2019, October 29). Statistics Canada. Retrieved May 30th, 2021, from

Education, Culture and Employment. (n.d.) Northern Distance Learning. Government of Northwest Territories.

Flags on federal buildings to be lowered in memory of Kamloops residential school victims. (2021, May 30). Canadian Broadcast Corporation: Politics.

Fleming, N. (2020, April 24) Why Are Some Kids Thriving During Remote Learning? Edutopia.

Gray, B (2021) Digital Detox 5: The Harm Was Always There.

Gray, B (2021) Digital Detox 6: Build Back Better.

Internet Performance Test (n.d.) CIRA. Retrieved May 30th, 2021, from

ISED National Broadband Internet Service Map (2021, March 25). Government of Canada. Retrieved May 30th, 2021, from

Khoo, Su-Ming. (2019, April 11). Openings: bounded (in) equities: entangled lives. [Youtube Video].

K12 State of the Nation. (n.d.) NWT Northern Distance Learning Program. State of the Nation.

Latour, J. (2018, August 23). Canada’s north deserves a better internet. CIRA.

Levinson-King, R. (2019, September 9). Huawei heats up the battle for internet in Canada’s north. BBC News Toronto.

Tranter, E. (2021, January 24). Deeply disturbing: Nunavut internet is still slower, more costly than rest of country. CTV News.

White, E. (2020, October 20). After decades of promises for better northern internet, progress has been made — and the promises keep coming. Canadian Broadcast Corporation: Sudbury.

Myrna’s Network of Nodes

For this activity, I used Kumu, a very easy to use digital and free program. The digital network is found here. I categorized my online life into five categories, based on where I spend the majority of my time in relation to learning, education, work, and mental health. The five categories are further broken into online organizations and digital information that helps to function in those nodes of work and play. The outer nodes are the digital programs used to support communication, activity, and production within each group.

Myrna’s Digital Presence – Unit 2, Assignment 3

Considering my digital presence, I reflect on a specific question raised. “Schryver (2013), Will you be ‘Googled’ well?” (para 18). I often ask myself questions that impact the posts I make, or the precautions I take. I am very new to the various Social Media platforms, in comparison to the online friends or acquaintances I am linked with. I view others posts, see what I like, and what I don’t like. I try to determine how I want to present myself and what I want to take away from the information. Recently, I’m asking myself, what is the value of this page, this friend or contact, or the purpose? There is so much information and conversation on the Internet and if I do not consciously make an effort to choose what I do, time can easily be wasted on what I describe as dead content.

Time is precious. I try to choose what I engage in and groups to follow, based on my interests and places that provide value, education, and opportunity. I quickly disengage with groups that push to sell cosmetic products, rant and rave chaos, and through trial and error, find what works for me. Unless I am passionate or have an intrinsic urge to illustrate a perspective I feel needs to be told, I try to avoid negative online interactions, knowing the audience may perceive my thoughts through another lens.

I agree with Schryver that misunderstandings occur most often due to the lack of visual cues like body language, timeframe, or changes in a person’s tone (Schryver, 2013, para 36.). A post can be interpreted in many different ways, based on the readers mood, the context, or what captions are used within. Examples are the use of capital letters and exclamation marks, or a specific emoji or choice of punctuation, like a question mark instead of an actual question written out.

With the above in mind, I try to make a conscience effort in where I spend my time, what I spend my time doing, continually questioning where I want to go, and what I want to share. I relate to Jenkins’s description of Participatory Culture, engaging and growing where enjoyment is present, while sharing together experiences and stories (Jenkins, 2013, 2:00).

Just as those interviewed around the world by Jenkin’s Master students, I too have a richer intellectual creative life outside of work where I may spend most of my time, and in their case school. (Jenkin, 2013, 0:01). Creativity is powerful and I need non-digital creativity too, which I believe allows digital creativity to blossom. This is the vision I have in using experiences mixed with digital technology to help me achieve my goals.

Not too long ago, reaching an audience or educators, required a plane ticket and a rich pocket to get there. When it comes to an audience, “Hargittai and Walejko (2008) said, while eyeballs for viewership are not guaranteed, the prospect of reaching large audiences is more within the realm of possibilities than in earlier times.” [para. 1]. My interest is to learn through others experiences, and share stories, projects, and new developments to increase opportunities.

The MALAT program offers a unique experience in allowing self discovery and embarking on a personal cyberinfrastructure journey (Campbell, 2009, para 13), opportunity at our fingertips. My digital pathway can be imagined as navigating a river to reach an ocean with wide open possibilities. My goal is to build upon my current digital presence to uniquely promote opportunity for businesses I own with 2021 Technologies, and share Indigenous knowledge to a wider audience. Along the way it is inevitable that there will be struggles and teachable moments, time to evaluate, re-evaluate and modify my path, always reflecting on how far I have come to push me further.

Plan Towards a Digital Presence

I plan to work towards my goal by determining the digital presence that suits me, works for me, makes me more efficient, and provides the most benefits. Following are four steps I know I need to take and room for more as my path takes shape.


Increase my connections on my LinkedIn Page, as a business owner, this is a useful tool for the purpose of making connections in business


  • Determine other businesses that I could provide a service to and send out requests to connect those who own or manage the business
  • Once a month during the first year post a story or a business achievement to share with the audience
  • Follow connections who are positive contributors to the communities and region I live in
  • Find opportunities through the LinkedIn community to participate in at least once a month to gain insight to a useful skill to benefit my business, family, or health & wellness.

Knowledge of gaps:

  • Takes time to read posts and find ones that I can relate to enough to adopt, comment on
  • Takes bravery to press that send an invite button to someone I’ve never met before

Strategies to Address Gaps:

  • Don’t put pressure on myself to read everything, get great at scanning and determine what has the most potential or best overall benefits
  • The person on the other end most likely feel’s the same way

Measure(s) of Success:

  • Increased connections and value added in business

Unexplored Social Media

Use of Social Media to advertise, promote, and share business opportunities


  • Explore digital platforms I am not familiar with and decide to adopt or pass (Instagram, TikTok or new platforms recommended by others)
  • Decide on one platform that I can do really well at and use it to its advantages

ID of Skills, knowledge of gaps:

  • To be determined as I am unfamiliar with those I haven’t explored, only heard from second-hand experience

Strategies to Address Gaps:

  • To be determined as I don’t want to explore platforms that I only ever hear or think are negative, so this is an area I have yet to explore for myself

Measure(s) of Success:

  • Coming to a decision if such platforms will or will not suit my business or education needs

A YouTube Channel?

Create a YouTube page to advertise the services of each business I am involved in; positive promotion, increase followers, and gain momentum to bigger opportunities.


  • To be determined, still not too familiar

ID of Skills, knowledge of gaps:

  • Content is required and this takes time to develop, though I have over a decade of photos, videos, education, projects, and a lifetime of experiences to draw from, it takes time to put together to share on such a widely used technology
  • Building an Identity is needed, takes time

Strategies to Address Gaps:

  • Start with one, make it short, and research benefits to starting a channel
  • Organize data, create a storyboard of what I hope to accomplish, and potentially do things in sections, to draw in an audience with an end note to want to learn more

Measure(s) of Success:

  • A YouTube Channel to educate others and share the services in business I am involved in.

Website Facelifts

Re-design and update websites used for each business I work with, de-clutter, re-organize, and re-structure to allow navigating smooth, while incorporating blogs, videos, or stories to share growth, milestones, and projects completed:


  • Delegate staff to outline webpages we want to see
  • Make a choice for the one that is priority and work my way down the list

ID of Skills, knowledge of gaps:

  • Time consuming to create or update website contents
  • Need for quality photos and videos, which requires time for editing and polishing

Strategies to Address Gaps:

  • Hire a designer to assist and guide them through the vision
  • Ask for help and input from younger generation

Measure(s) of Success:  

  • 2021 Version of the websites

I must remind myself that where I spend the ultimate gift of life, time, needs to be productive. I know creating a digital presence can so easily consume time that I can never get back.


Campbell, G. (2009). A personal cyberinfrastructureEducause Review, 44(5), 58-59.

Hargittai, E., & Walejko, G. (2008). The Participation Divide: Content creation and sharing in the digital ageInformation, Community and Society11(2), 239-256.

Schryver, K. (2013). Who are you online? Considering issues of web identity. The New York Times blogs. Alternate link to the The NYT blogs site.


Jenkins, H. (2013, May 7). Participatory Culture (Big Thinkers). [Video]. YouTube.

New Digital Thoughts Spurred by David Cormier’s Blog

Upon review of David Cormier’s Collaborative Activity, using collaboration, digital, individual, and analogue as guides, I tend to prefer the first activity as I can relate to it. However; giving it further thought and time, the representation allows me to evaluate the ‘how’ do I work in the digital world instead of the what.

Digital Map – On Call 24 7

Digital Map

I was raised in an era where living off of the land and sea was a part of survival. At age 10 my digital map was documented from trips taken by foot, dogteam, snowmachine, and bush plane. 30 years later, the map in reference illustrates my travels from one location.

The digital world I live in today, requires a new navigation skill, at times more frustrating then referencing a river bend or a bluff at the edge of the ocean. It constantly changes and I find much of my personal activities in the digital world mix with professional obligations.

Starting from the Southeast, this area illustrates the various forms of communication for online activities. Northwest references the calm and mindless activities in my social digital world. The Northeast references activities of living, as a resident in the city I live in. The Southeast is my professional life, often requiring hours of personal time to keep it functioning. There is no longer a specified time of day designated for work hours. Work, with the availability of Digital access, has become 24-7.

Lastly, the center of it all is the cell phone, which has now become the main source of access to the digital world.

White, D. (2013). Just mapping. Accessed on April 24, 2021 from: