One critical lesson from Weller’s 25 Years of Ed Tech (2020) that resonates with my role as the K-12 Aboriginal Education Coordinator and my studies in Learning and Technology at Royal Roads University is the transformative potential of open educational resources (OER). Weller’s work underscores the inspiring potential of OER to democratize education, providing accessible, free resources to marginalized communities, including Indigenous learners (Weller, 2020). This future should serve as a source of inspiration and motivation for all of us in our roles as educators and researchers.
The relevance of OER to my role as Aboriginal Education Coordinator is empowering. Many Indigenous communities face barriers to education, such as geographic isolation, financial constraints, and cultural flaw with mainstream educational resources. OER can alleviate some of these challenges by providing high-quality learning materials that are freely available and adaptable to local cultural contexts. This aligns with the principles of decolonizing education, as emphasized in Indigenous research methodologies, allowing Indigenous communities to reclaim control over their learning processes by tailoring content to reflect their cultural values and languages. As Weller notes, the potential for OER to support flexible, personalized learning paths creates a sense of connection and involvement among educators and learners, fostering more inclusive educational environments (Weller, 2020).
In my academic journey at Royal Roads University, OER holds significant personal relevance. It supports a student-centred, lifelong learning approach that I deeply agree with. Integrating OER into online learning platforms is particularly important for diverse student populations, allowing equitable access to knowledge regardless of socio-economic status.
The lesson of OER underscores the need to foster educational inclusivity through technology, which is central to my professional role and academic studies. By leveraging OER, I can create more equitable learning opportunities for Indigenous students while advancing my understanding of inclusive educational technology.
In chapter 11 of “In 25 Years of Ed Tech”, Weller (2020) discusses the rise of learning management systems (LMS) in the early 2000s. Weller critiques these systems’ rigid, one-size-fits-all nature, arguing that they often impose standardized educational structures on diverse learning environments. This lesson challenges my approach as the Aboriginal Education Coordinator at a First Nations Community School, where education is closely integrated with cultural relevance, community engagement, and adaptability to support Indigenous ways of knowing and learning. The frameworks of LMS, which emphasizes content delivery over set learning experiences, can clash with the comparative and community-based approaches.
In my role, teaching and learning extend beyond the classroom, emphasizing lived experiences, traditions, and collaborative knowledge, none aligning with the structured modules and assessments characteristic of LMS platforms. For example, the need to follow specific LMS formats often limits opportunities for storytelling and collective reflection, critical components of Indigenous education practices. Weller’s critique highlights this tension, underscoring the potential incompatibility of rigid technological systems with the fluid, holistic approaches required in Indigenous education contexts (Weller, 2020). While LMS may offer adaptability, they can undermine efforts to maintain culturally responsive teaching practices.
References
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.
8 September 2024 at 10:25 pm
Thank you for sharing these insightful reflections, Kimberley!
I completely agree that OER presents a vital opportunity to break down barriers and allow communities to adapt learning materials to reflect their cultural values and needs, an important aspect of equitable education. Great job for pointing out how rigid LMS systems don’t allow for the fluid, community-based approaches in Indigenous education contexts. In my village in Côte d’Ivoire, knowledge is also passed down through showing, telling, and listening, it is an oral culture. In such contexts, storytelling and collective reflection are core to the learning process. This brings up an important reflection: Are educational technologies inadvertently pushing us to change the way communities naturally learn, or should they be designed to enhance and respect those traditional practices? Your post highlights the importance of constantly re-evaluating and adapting these systems to ensure they support diverse learning environments in meaningful and culturally appropriate ways. In other words, the simple question that should always be asked during the process of developing/implementing education technology is: “What are we trying to do?”.
15 September 2024 at 3:14 pm
Great post Kim!
The concept that learning extends beyond the classroom can be a catalyst for embracing OER and Ed Tech solutions. If truly “open” such democratized access to learning opportunities can reach communities so often without options.
I’m curious from your experience what the uptake and completion rates are for online learning in Indigenous communities? Do we have examples to reference and see trends?
15 September 2024 at 5:53 pm
Hi Kristen,
I am trying to obtain completion rates for online learning. However, our college and school still don’t utilize online learning because research has not been conducted, and therefore, the Chief and Council have not approved it. More data must be provided for online learning at our college and in our schools. I think it’s too bad because all of the communities we serve are remote, and online learning would greatly benefit them.