During my inquiry into sharing Indigenous Knowledge in OERs, I came across an initiative called Local Contexts. This initiative is committed to helping Indigenous communities gain cultural authority over their heritage and data. Globally, people outside Indigenous communities are writing about Traditional Knowledge that is shared with them, for example through research, and publishing that knowledge. This results in a situation where researchers or institutions hold the copyright of that knowledge over the community in which it originated due to copyright laws (Local Contexts, 2023). Because Traditional knowledge is accumulated over time, no intellectual property is granted over it.
In an effort to address this issue in the digital space, Local Contexts has developed ‘digital tags’, including Traditional Knowledge (TK) labels and Biocultural (BC) labels, that help Indigenous communities reinforce their rights to their data while also allowing researchers and institutions to disclose their interests. TK labels, in particular, act as a digital cultural protocol for sharing knowledge translated from traditional practice to sit within a digital infrastructure (Bourdages, n.d.).
According to Canadian copyright law, once something becomes ‘fixed’ or recorded in the case of podcasting, it becomes automatically copyrighted to the owner of the podcast (Simmons & Kaplan-Myrth, 2007). It is the responsibility of the Interviewer to gain at least verbal permission from the interviewee to participate in the podcast interview. This is problematic for Indigenous knowledge sharing as cultural beliefs are that knowledge belongs to the community in which it originated, and for non-indigenous people, organizations, or institutions to become owners of shared knowledge reinforces colonial structures and practices.
I am interested in learning more about how TK labels could be used in a podcasting context, as examples of TK labels in use are limited. Unfortunately, even with the use of a TK label on a podcast, the podcast owner would still own the content due to Canadian copyright law and can do as they wish with it. Ultimately, it might come down to altruism and individual action of the podcast owner to simply ‘do the right thing’ until our systems change to be inclusive of Indigenous worldviews on knowledge and ownership.
This post was co-authored by Giulia Di Giovanni, Jessica Gemella, Tim Wong, and Leah Yardley.
An overview of our critical inquiry process as presented in the Critical Eye Podcast(our team presentation)
Podcasting is a popular medium for sharing information and entertainment, with over 10 million Canadian adults (34%) listening to podcasts on a monthly basis in the past year (Loup, 2023). We examined the impact of podcasts on society at varied scales, including on individual learners, institutions, communities, and societies (Selwyn, 2010). Our critical inquiry is framed by the entangled pedagogy model (Fawns, 2022), which describes how technology, teaching methods, goals, values, and context influence each other. Our inquiry has revealed potential concerns about accessibility and accuracy, as well as the vast potential of podcasting to enhance the learning experience and engage learners in innovative ways. We will each share one identified benefit and concern of podcasting as a learning technology.
Giulia
A benefit of using podcasts to support learning is the opportunity to afford learners with diverse perspectives and experiences that are not always represented in traditional educational resources. According to Werner et al. (2020), “Without diverse representation behind the microphone, we are missing out on unique perspectives, narratives, and learning points” (p. 1). Yet, accuracy and bias can be a concern when using podcasts to support learning because the information presented may reflect the biases of the podcast host or guests. Podcast regulation does not currently exist in Canada, which may lead to inaccuracy of content, bias, and conflicts of interest (Briand et al., 2021).
Leah
Podcasting developed and hosted by Indigenous people can help reclaim oral tradition and cultural knowledge that was lost due to colonialism. Podcasting gives Indigenous people agency over their knowledge and representation, acting as a tool for decolonization (University of British Columbia, 2020). Nevertheless, Indigenous knowledge does not conform to Western epistemological frameworks or fit within Western copyright laws (McCraken, n.d.). Pertaining specifically to OERs, open licenses operate in a colonial understanding of intellectual property (Gray, 2021) and fail to acknowledge traditional and community-based protocol. Care should be taken to ensure that Indigenous concepts of ownership are respected (The Canadian Federation of Library Associations, 2018).
Jessica
Scholars across disciplines use podcasts to share and amplify their research findings with new audiences. In addition, podcasts can provide a space for marginalized voices to be heard, and a platform for collaboration between researchers and community members, leading to more accessible and impactful research (DeMarco, 2022). However, podcasting presents a new way to share knowledge, and researchers need to acquire new skills to work with audio technologies and engaging speaking skills (Mollett et al., 2020). Additionally, there is a lack of standards which is problematic because the producer and listener have no objective way to evaluate the quality of a podcast (Singer, 2019).
Tim
A potential opportunity for podcasting is increased engagement: Podcasts can make learning engaging and interesting for learners. According to Jalali et al. (2011), students preferred reviewing course material by listening to a podcast as opposed to reading class notes or textbooks. On the other hand, one concern is the requirement for accessibility in podcasting as a means of education. Podcasts must cater to learners with disabilities, and CUNY Library Services (n.d.) offers excellent resources to achieve this. Their recommendations include providing transcripts, ensuring the website is accessible for screen readers, and ensuring the media player can be operated by keyboard for screen readers and operators.
To learn more about our experience with podcasting as a learning technology and the questions we have, you can view the Critical Eye Podcasthere.
References
Briand, S., Malo-Leclerc, I., Beaudoin, M., Croisetière, É., Tremblay, A., Côté-Boulanger, M., & Carrier, A. (2021). Considerations in the use of podcasts for teaching and learning in occupational therapy: A scoping study. Journal of Occupational Therapy Education, 5(2). https://doi.org/10.26681/ jote.2021.050202
Caramancion, K. (2022). An exploration of mis/disinformation in audio format disseminated in podcasts: Case study of spotify. 2022 Electronics and Mechatronics Conference (IEMTRONICS), Toronto, ON, Canada. https://ieeexplore.ieee.org/document/9795760
DeMarco, C. (2022). Hear here! The case for podcasting in research. Journal of Research Administration, 53(1), 30–61. https://eric.ed.gov/?id=EJ1348008
Jalali, A., Leddy, J.J., Gauthier, M., Sun, R., Hincke, M., & Carnegie, J.A. (2011). Use of podcasting as an innovative asynchronous e-learning tool for students. Journal of US-China Education Review, 11, 741-748. https://eric.ed.gov/?id=ED529387
Moore, T. (2022). Pedagogy, podcasts, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research. https://doi.org/10.1177/0739456X221106327
Singer, J. B. (2019). Podcasting as social scholarship: A tool to increase the public impact of scholarship and research. Journal of the Society for Social Work and Research, 10(4), 571–590. https://doi.org/10.1086/706600
Werner, J. L., Lewiss, R. E., Pensa, G., & McGregor, A. J. (2020). Women in Podcasting: We Should Tune In. The Permanente Journal, 24, 1–3. https://doi.org/10.7812/TPP/19.241
IN LRNT 526, we will be using the method of critical inquiry to examine a learning event. Our team (Giulia, Jessica, Tim, and Leah) have chosen podcasting as our learning technology and, specifically, the Ologies podcast hosted by Alie Ward as the learning event to frame our inquiry around. We chose podcasting as our subject of inquiry due to its innate flexibility, facilitating learning in diverse settings, such as exercising or driving, and its versatility as a medium to support both formal and informal learning on a wide range of topics.
To familiarize ourselves with podcasting as a learning technology, we did an initial literature review to explore the various ways in which podcasts are being used for educational purposes and to gain insight into potential issues with podcasting as a learning medium. Some highlights from our initial review include:
The popularity of podcasting is significant because 34% of Canadian adults are monthly podcast listeners averaging 4 hours per week and over half of Canadian adults have listened to a podcast in their lifetime (Loup, 2023).
Podcasting has various applications for supporting learning. In higher education, podcasts can be used as an internal resource, grey literature, or a means for instructors to provide feedback (Moore, 2022). Additionally, podcasting can be an effective tool to make scholarly research more accessible and understandable for diverse audiences beyond the academic community (DeMarco, 2022; Harrison et al., n.d.). Podcasts also allow the public to access research and apply knowledge to their personal and professional lives (Shamburg et al., 2022).
Research suggests that the use of podcasts can deepen learning in post-secondary education by providing the opportunity to reflect, self-pace, and engage in independent learning (Andersen & Dau, 2022; Palenque, 2016).
Research has shown that misinformation can be prevalent in podcasts (Caramancion, 2022). It is also important for listeners to verify the accuracy, reliability, and impartiality of podcast content.
Despite podcasts having the ability to allow for a more equitable participation in academia (Figueroa, 2022) it is important to be mindful of any pay-to-access requirements for certain podcasts and share freely available episodes to ensure equal access for all learners.
As we approach our critical inquiry of podcasting as a learning technology, we aim to look beyond the context of the individual learner and their immediate learning environment and consider how societal influences and dimensions of social life shape educational technology and the learning experience (Selwyn, 2010). Acknowledging the complexity of relations between technology, users, and the social context (Fawns, 2022), we seek to develop a deeper and more broad understanding of podcasting and its potential and limitations in facilitating learning, knowledge dissemination, and social action.
While podcasting has been promoted as an effective technology for learning and is widely used in a variety of contexts, Fawns (2022) asserted that taking a deterministic view of technology without considering its entanglement with pedagogy and the impact of contextual factors is insufficient for gaining a holistic understanding of the relationship between podcasting and learning. For this team assignment, we will be taking a critical inquiry approach to examine podcasting within the diverse contexts of our team members’ lives, work, and learning environments. Our aim is to develop a deeper understanding of the complex issues within our respective contexts, challenge our own beliefs and assumptions, consider multiple perspectives, and influence well-informed decision-making. Each of us bring unique interests in this topic and collectively, we have decided to explore the following questions:
What are the implications for sharing Indigenous knowledge and content in digital platforms such as podcasts and Open Educational Resources (OERs) in general?
What are the ethical considerations and accessibility implications of using podcasts as OERs in formal education?
How are podcasts used to mobilize research within and beyond educational institutions to engage wider and non-traditional audiences?
How can podcasts be utilized to promote equity and representation in education, particularly among marginalized and underrepresented communities?
As we consider podcasts as a learning technology, we welcome initial feedback or thoughts to help guide our critical inquiry.
References
Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527
Caramancion, K. (2022). An exploration of mis/disinformation in audio format disseminated in podcasts: Case study of spotify. 2022 Electronics and Mechatronics Conference (IEMTRONICS), Toronto, ON, Canada. https://ieeexplore.ieee.org/document/9795760
Demarco, C. (2022). Hear here! The case for podcasting in research. Journal of Research Administration, 53(1), 30–61.https://eric.ed.gov/?id=EJ1348008
Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy—Technology dichotomy. Postdigital Science and Education, 4, 711 – 728. https://doi.org/10.1007/s42438-022-00302-7
Figueroa, M. (2022). Podcasting past the paywall: How diverse media allows more equitable participation in linguistic science. Annual Review of Applied Linguistics, 42, 40-46. https://doi.org/10.1017/S0267190521000118
Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327
Palenque, S. (2016). The power of podcasting: Perspectives on pedagogy. Journal of Instructional Research, 5, 4-7. https://doi.org./10.9743/JIR.2016.1
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65-73. https://doi.org/10.1111/j.1365-2729.2009.00338.x
In LRNT 526, we are exploring a learning technology and related event and conducting a critical inquiry based on our learning experience and research related to the learning technology. Our team has chosen podcasting as our technology and specifically the Ologies podcast by Alie Ward. In this science-based podcast, Alie Ward interviews someone with extensive knowledge or expertise in a particular ‘ology’. As a team, we chose to self-direct our learning individually and experience a different podcast based on our interests. I listened to an episode called Indigenous Fire Ecology (GOOD FIRE) with Amy Christianson. Ward (2021) interviews Christianson in this episode to provide an Indigenous perspective on wildfires as a follow-up to an original fire ecology episode with a more Western science perspective.
As a learning technology, podcasts support formal, non-formal and informal learning and can support access to resources in a flexible learning environment (Gunderson & Cumming, 2022). Furthermore, podcasting, as a supplement to formal learning, can deepen learning and improve overall learning outcomes (Andersen & Dau, 2022). As a consumer of podcasts, I have used podcasts informally to satisfy my curiosity about things I have wondered about and to self-direct learning to enhance my professional and personal life. Non-formally, I have used podcasts to deepen my understanding of complex issues or topics I am learning about in my formal education. I have limited experience with the formal use of podcasts; however, I have received audio updates and audio feedback during formal learning, which is considered a form of podcasting (Moore, 2022). Although podcasts have been beneficial to my learning academically, professionally, and personally, research is limited on the impact of podcasts on learning (Andersen & Dau, 2022; Gunderson & Cumming, 2022). Yet, podcast use in Canada is significant, with 34% of adult Canadians being monthly podcast listeners in 2022 (Loup, 2023).
As someone interested in Indigenous perspectives and worldviews, I have used podcasts and other Open Educational Resources (OERs) to learn about Indigenous knowledge and culture. Although podcasts that share Indigenous knowledge can be beneficial to restoring cultural knowledge that was lost due to colonization and the residential schools, I have been contemplating how Indigenous knowledge and content are being protected and honoured when shared in OERs, particularly given the traditional and sacred nature of oral knowledge in Indigenous culture. During the next few weeks in this course, I plan to explore this topic further and hopefully shed light on how Indigenous knowledge and content is being shared in podcasts, how it supports learning for Indigenous and non-Indigenous people, it’s impact on Indigenization and decolonization, and ethical and cultural considerations such as Indigenous knowledge sovereignty and cultural protocol. This topic is meaningful to me as I work with Indigenous communities in my professional role and want to be mindful of open sharing practices and Indigenous worldviews.
I expect that I will have a lot to learn in this area as I begin my research and reflection on this topic. I welcome any feedback or thoughts to consider as I move forward.
References
Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527
Gunderson, J.L., & Cumming, T.M. (2022). Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2022.2075430
Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327
Ward, A. (Host). (2021, August 17). Indigenous fire ecology (GOOD FIRE) with Amy Christianson [Audio podcast episode]. In Ologies. https://www.alieward.com/ologies/goodfire
