CHS e-portfolio requirements

CHS e-portfolio requirements (June 2011)

  • Reflection on teaching, including indicators of professional reading
  • Evidence of student feedback with teacher reflection
  • Reflection on engagement with parents
  • Reflection on professional development over the last two years
  • Samples of students’ work with teacher reflection
  • Reflection on other roles in the school community
  • Role as teacher leader
  • Equipment management (purchase; repairs; maintenance) & Technological  expertise:
  • Cross curricular activities (helping teachers & their students make films for their classes):
  • Extra duties:
  • Benefits for CHS
  • Technological innovation

Synthesis: (ETEC 565)

E-Portfolio assignment #6: Synthesis reflection

From my flight path

As I contemplate what I learned since the beginning of this course, I realize that although my flight plan has been slightly altered during the process, my destination has remained unchanged: to discover pertinent technological applications in the field of digital communication. The difference is that, instead of exploring the digital film realm, I took a new route and redirected my course of studies towards the field of foreign language education.

What I originally put forward in my flight plan:

  • On Moodle: Investigate the various interactive and assessment options, available on this platform.
  • Harness the power of social media to provide students with a vehicle for exploring and creating original content.

“Children and teenagers are the main target of the powerful mass media and their messages. We act, think, live and dream depending on what others think about us, so we create this imaginary world where we present ourselves as the reflection of a media constructed image” (Christensen, 2000).

 I tried tackled the concept of identity when I selected a tool for my digital story. I found an appropriate type of content, a Mayan legend, and devised a project allowing the use of imagination as well as the exploration of Hispanic cultural settings.

What I explored:

  • At first, I thought that I was going to create a digital film for this course, and use it to enhance what I do in the digital film communication classes. However after further reflection, and after more information about what this course had to offer, I decided to experiment with the various tools at our disposal and opted to create effective Spanish communication tools.

Reflection on the eLearning toolkit experience overall

  • The design of a UBC blog:
    • The activity confirmed my interest in this powerful tool. Not only does it allow the presentation of student research and accomplishments; it is also available for future references and for collaborative work.
  • DVD authoring:
    • A favorite of mine, as the digital film communication leader in my institution. I tend to believe that, despite the level of difficulty involved in the more complex filmmaking tools, this form of storytelling is one of the most inclusive ways of presenting knowledge. It comprises audio and visual components, which allow for artistic expression; linguistic abilities (for scripts); communicative and collaborative skills (for screening); and research & technological know-how. In brief, it satisfies many, if not all the ISTE standards (2007).
  • Assessment on Moodle:
    • The production of a quiz in Moodle was a new experience for me. I found the possibilities worthy of note and intend to continue experimenting with these tools in the future.
  • Wiki activity:
    • Wikipedia has become such an important web-based tool that it seems justifiable to explore the way it is collectively shaped.  
    • On the one hand, cooperation with this type of medium can be complex due to the quantity of information that it can store and the number of people that can participate.
    • On the other hand, HTML authoring is an essential part of digital literacy. The wiki activity allowed students to further practice this useful code.
  • Web-based storytelling (Slide; Picasa; Flickr; …):
    • After exploring a great number of the suggested applications:
      • Animoto; motionbox;
      • VCASMO;
      • Kerpoof;
      • Voice Thread
    • I am pleased with the discovery of “Slide”. This tool is easy to use; offers many options; includes the use of music with the proper licensing; and can be tailored to a number of linguistic activities. It is a very good alternative to filmmaking, which, as mentioned before, can be a complex endeavor for less experienced students and teachers
    • Using the SECTIONS model (Bates & Poole, 2003) to analyze this social medium:
      • it will appeal to students;
      • it is easy of use;
      • there are no costs involved for the students (the structure is paid by the school: web access);
      • the teacher becomes a facilitator and the students becomes in charge of their own learning;
      • it is interactive;
      • organizing the activity is simple and relates well to the course objectives;
      • the novelty is enticing and can be linked with other social media tools such as Flickr, etc.;
      • the speed of production and delivery is adequate.
  • E-Learning toolkit: Web design and HTML authoring:
    • Useful tips:
      • Avoid too much information; not too little either
      • Be consistent in the way it is structured; designed
      • Use relevant images
      • Clear print
      • Easy to follow numbering system
      • Good overall design
  • Social media:
    • With the recent changes on Facebook, it has been a challenge to decide whether or not to keep the account. I am aware of the fact that some schools do not allow teachers to use Facebook with their students. In my case, it is the main reason why I use Facebook: to be able to easily contact my family, friends and old students.
  • Weblogs:
    • It is one of the invaluable technological tools that I have learned to use in my classes. In the film class, all my students have e-portfolios and we use wikis and blogs to embed their films and archive them for university applications. In Spanish, I intend to do the same.
  • Wikis:
    • This kind of platform allows me to store my students’ films without having to worry about the price or the storage space. I can embed the films if they have been uploaded on my student’s e-portfolio, on YouTube (most have, except for the ones who were too long or experienced some uploading complications).
  • Adaptive technologies:
    • It’s important to realize that while many people with disabilities have access to these technologies, in my school very few do. Therefore, I usually build my online resources with a minimal need for such technologies.
    • I think that the most important technological adaptation would be auditory. It may not be due to a disability, but rather because some people learn better by hearing rather than visually. This is often the case with language students (and teachers too!).
  • M-learning:
    • Accessible to all and less expensive than say, cameras and microphones.
    • Behaviorist – activities that promote learning as a change in learners’ observable actions
    • Constructivist – activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge
    • Situated – activities that promote learning within an authentic context and culture
    • Collaborative – activities that promote learning through social interaction
    • Informal and lifelong – activities that support learning outside a dedicated learning environment and formal curriculum
    • Learning and teaching support – activities that assist in the coordination of learners and resources for learning activities

 Reflection on the overall ETEC 565 experience

Selecting appropriate technological tools

  • To start with, it has become clear that selecting appropriate technological tools is a sine qua non for teachers. Rather than trying to follow trends, educators benefit from making judicious choices about the technology they use by considering the ways in which it supports their programs’ learning outcomes (Bates & Poole, 2003).

Assessment Strategies

  • Starting with the end in mind is always a good place to initiate an adventure. In this light, the creation of an evaluation rubric for an LMS system was a worthwhile experience. It also combined the “communication and collaboration”; “critical thinking, problem solving and decision making”; as well as “technology operations and concepts” prescribed in the ISTE standards.
    • Collaboratively recognizing key attributes of a LMS, as well as weighing the infrastructure needed for successful delivery, made it possible to come to an agreement on the choice of an appropriate platform.
    • Investigating the characteristics of synchronous and asynchronous communication gave me an unambiguous idea of the manner in which time and space can be allocated in learning environments.
    • Real –time has taken a new meaning and is linked with the ability to connect at any time, in a chosen location. For this reason, technology assisted assessment can be very practical and motivating for students, who seek to have immediate feedback on their achievements. Peer assessment as well as critical thinking, triggered by discussion forums, are also valuable opportunities offered online.

Digital Storytelling

  • By using “slide” as a tool to illustrate a Spanish legend, I realized the potential of this type of online experience in relations to exploring new cultures and collaborating in the creation of projects in a foreign language.

The next steps in terms of my practice in educational technology

  • In my flight plan I considered the use of “Audacity”, a software program for the production of audio elements. I explored the tool in this course, but chose not to include it in my digital story assignment. A PowerPoint presentation is incorporated in the Spanish Moodle course (created for ETEC 565, UBC) and involves audio recording. With the audio already covered in my LMS’ second module, I decided to investigate other tools. Now that I have experimented with Audacity, it will be an exciting challenge to find other relevant ways to apply this tool in the Spanish courses.
  • Thanks to the Moodle course created as an assignment for ETEC 565, I have finally discovered an LMS course design that I can reproduce for both my digital film communication classes and the Spanish program. I have already started to mentor other teachers in that regard. In Spanish, all our courses will be structured in a similar way on Moodle. This will facilitate the navigation for students. Some of the online activities are also included in the assessment procedures, which will encourage active participation and collaboration.
  • My next endeavor is to create a pilot course for a full online digital film communication program for my institution. It will include the creation of an international media studies and digital storytelling curriculum. I plan to use the SECTIONS model to design the course: students; ease of use; cost structure; teaching and learning; interactivity; organization; novelty; and speed (Bates & Poole, 2003). While keeping in mind the “7 Principles of Good Practice” (Chickering & Ehrmann, 1996), I also plan to continue my exploration of online learning theoretical frameworks (Anderson, 2008).

Conclusion

To close, a review of the 2007 ISTE standards clearly shows that innovative educational strategies were taken in consideration for this course: Creativity and innovation (digital story); communication and collaboration (assessment rubric); research and information fluency (social media); critical thinking, problem solving, and decision making (wiki activity); digital citizenship (copyright infringement laws); technology operations and concepts (e-learning toolkit: LMS; web design; communication tools; social software; weblogs; wikis; and multimedia tools).

It is with both regret and satisfaction that I complete my last course in the Master of Educational Technology program at UBC. It has been a fabulous didactic quest that I will bring with me as long as I teach. This online experience has changed the way I look at education. Thanks to the possibilities offered on the web, I will always look forward to my next learning adventure.

References:

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca Unversity. Accessed Online 9, June, 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-Online_Learning.pdf

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 39(7), 3-7. Accessed Online 15, May, 2009 from http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Christensen, L. (2000). Unlearning the Myths that bind us: Critiquing Cartoons and Society. In reading, writing and rising up: Teaching about social justice and the power of the written word (pp. 40-47) A Rethinking Schools Publication.

The ISTE (2007), National Educational Technology Standards (NETS•S) and Performance Indicators for Students: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Slide: http://www.slide.com/

Educause: http://www.educause.edu/ELI/Archives/MobilityandMobileLearning/5527

The Hidden Dangers of Social Networks: You can log-on but you cannot hide: http://www.slideshare.net/lisbk/the-hidden-dangers-of-social-networks-you-can-logon-but-you-cannot-hide

Literature Review in Mobile Technologies and Learning: http://www.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf

Moodle Lesson: YouTube and youth culture (ETEC 531)

In this Moodle lesson you will explore the inter-relationships between: YouTube and youth culture

Definitions:

Youth:

  • young person: a young person (especially a young man or boy)
  • young: young people collectively;
  • the time of life between childhood and maturity
  • early maturity;
  • the state of being young or immature or inexperienced
  • an early period of development;
  • the freshness and vitality characteristic of a young person

(wordnetweb.princeton.edu/perl/webwn)

Culture:

  • a particular society at a particular time and place;
  • the tastes in art and manners that are favored by a social group
  • acculturation: all the knowledge and values shared by a society

(wordnetweb.princeton.edu/perl/webwn)

Youth culture:

  • youth-directed media and popular culture
  • youth-as-trouble
  • youth-as-fun
  • youth-as-future
  • youth-as-confusing tribe

Youth culture is most usefully defined as a field of artifacts, identities and practices which are circulated by youth as about and for youth.

(Driscoll, C. & Gregg, M. (2008). Broadcast yourself: moral panic, youth culture and internet studies. Pre-print of published chapter appearing in Usha Rodrigues (ed), Youth and Media in the Asia-Pacific Region,Cambridge Scholars Press, Cambridge)

Engage

Related pre-test question: Is YouTube its own culture?

Watch this Power Point Presentation

 Mobile Youth Tribes

The Mobile Youth Culture of Tribes

Understanding youth culture is not easy. This presentation defines tribes are core to youth culture. With Facebook, MySpace and YouTube, for example, young people’s values are no longer based on where they live (geography), but how they live (lifestyle).

Explore

Related pre-test question: What role does YouTube play in defining youth culture?

YouTube tribes & communities

Scroll through this YouTube video to see the numbers.

YT Identity Survey Results

Have a look at this YouTube video to explore the meaning of community.

What Defines a Community

Positive youth roles

Positive Youth Roles

Dangerous zones: the beginning of this video shows you what is on the web about eating disorders (note that to see pro-anorexia videos, one needs to sign in)

The Truth about Online Anorexia

Explain

Think:

a. Do you agree with the analogy that defines youth culture as a variety of tribes / communities?

[…] “generational consciousness” finds its most acute expression in subcultures. Subcultures exist at the cultural fringe and are typically anti-establishment and confrontational. Subcultures are frequently portrayed as dangerous by the mainstream media and are typically associated and confused with delinquency.

The majority of Western youth will never invest themselves in a subculture proper. They will, nonetheless, invest themselves in a youth identity that sets itself apart from the identities of the older generation. Such non-subcultural identities are typically modified, less confrontational, versions of subcultural identities.

Divested of their extreme stylistic alterity and transformed into a consumable object by fashion, music and other cultural industries, subcultural styles are frequently appropriated by, and thereby integrated into, dominant culture. (http://iyp.oxfam.org/documents/Chapter%2011%20Global%20Youth%20Culture%20&%20Youth%20Identity.pdf)

b. If you were to choose a community to join in YouTube, which one would it be?

Discuss:

Related pre-test question: Is Youtube a mainstream American culture, or does it have distinct entities?

The internet age threatens to condense the entire world’s culture into a single YouTube video:

In it [this single YouTube video] a personification of Youth Culture dances to 50 Cent while sipping a giant, corn-syrupy Starbucks latte. It’s world unity, sure, but from Helsinki to London to Paris, many fear that the oncoming juggernaut of the new internet age may pave over local difference. (http://www.utne.com/2008-01-08/Politics/Euro-Youth-Culture-in-Crisis-YouTube-and-Hip-Hop-to-the-Rescue.aspx)

a. Do you think that YouTube is generating conformity, rather that tribal differences?

b. Can both of these realities co-exist (tribes & conformity)? How?

Extend

Read

Related pre-test question: Does the Youtube community have rituals they practice? If so what purpose do these rituals fulfill?

Is YouTube’s allure raising risk-taking in youth culture? Burlington accident a reminder of sometimes tragic consequences when extreme stunts go wrong

By Meredith MacLeod, Metroland West Media Group News (http://www.burlingtonpost.com/news/article/261371)

Gainor says tragic incidents should reinforce to parents that they have to monitor every site, every message, every video their child watches.

a. What do you think of the last statement? Why?

Navigate through these sites

Related pre-test question: How does Youtube build a sense of community?

http://www.journalofaestheticsandprotest.org/6/another/youthtube.html

  • YOU-TUBE-SIZED: 10 Radical Things About YouTube

http://www.youthmediareporter.org/2007/01/an_internet_video_revolution.html

  • YouTube offers a new, paradoxical model for youth media activism; it is used as a resource for organizing and civic action, but viewed as a profit driver by its corporate owners. Ultimately, YouTube offers youth a powerful tool in planting the seeds of social change outside and within a corporate domain.

http://www.theseminal.com/2007/07/23/the-youtube-debates-misrepresented-american-youth/

  • Instead of seeing the youth as the smart, dedicated, and serious people that we are, CNN equated youthfulness with childishness.

Watch this rap video about youth and the media

Related pre-test question: Have sites like YouYube helped or hurt youth culture?

Evaluate

Related pre-test question: Has video sites like youtube been a positive or negative influence to society at large?

Music, Media & Today’s Youth

A slogan is a memorable motto or phrase used in [various] contexts as a repetitive expression of an idea or purpose. (http://en.wikipedia.org/wiki/Slogan)

  • Will your slogan give a positive outlook on YouTube? (democratization of information; freedom of expression; etc.)
  • Will your slogan play on the dangers of YouTube? (stalkers; false authenticity; hidden corporate interests; etc.)

Examples:

  • “The Power to Be Your Best.” (Apple Computers Advertising Slogan)
  • “Let your fingers do the walking.” (Yellow Pages Advertising Slogan)
  • “It’s the real thing.” (Coca-Cola Advertising Slogan)
  • “Just do it.” (Nike)

To design your slogan, reflect on these final (post-test) questions:

  • What impact has YouTube had on culture?
  • Will YouTube replace television?
  • Are the videos on YouTube an accurate reflection of society/culture?
  • What effect does Youtube have on culture and society?
  • What are the various identities of the YouTube community members?

E-learning Design for Indigenous Communities (ETEC 521)

E-learning Design for Indigenous Communities:

Towards a Pedagogy of On-line Education for Aboriginal Cultures

5000 words (text only: including neither references nor tables)

Chantal Drolet

For: ETEC 521 (Michael Marker), University of British Columbia, 2009

 Introduction

Is web-based instructional design tailored for the needs of powerful ethnic groups? Is it conceivable to devise an e-learning model with the potential of accommodating multiple cultures? If technology supported educational environments can embrace cultural diversity, what are the best online practices for aboriginal learners?

            The problem resides in the divestment of communal learning traditions. Contemporary academic research stipulates that dominant cultures are responsible for producing instructional design models that de-contextualize the learning experience (Collis, 1999, as cited in McLoughlin & Oliver, 1999). Moreover, studies show that the creation of web-based education is influenced by the designers’ theories of knowledge and objectives.

Part 1

Concepts and Assumptions 

            This research project explores the ways in which on-line delivery of instruction can include various communicating and information processing preferences. The paper bases its approach on Lave & Wenger’s 1991 conceptual framework (as cited in McLoughlin & Oliver, 1999) concerning communities of practice and examines the possible development of an e-learning design model including: structures, processes, tasks, activities and educational outcomes tailored to the needs of indigenous societies.

To read the entire paper, please click on: cdrolet ETEC521 major paper

Indigenous cultures in an interconnected world (ETEC 521)

Indigenous cultures in an interconnected world

In this chapter, it is made very clear that aboriginal peoples want to be in charge of their online image.

  • The authors underline the negative perception that natives seem to have of the “Indian wannabes”.
  • The web seems to be a fruitful avenue for indigenous learners as long as:
    • There is an involvement of the community
    • There are ways to ascertain the non interference of wannabes
    • Internet / Advantages:
      • There are ways to join with other tribal or traditional groups
      • Internet / Drawbacks:
        • How to compose with powerful concepts like: “One web, one culture… “

Chapter 4 of book (Indigenous cultures in an interconnnected world, Claire Smith & Graeme K. Ward, 2000)

Nanook of the North (ETEC 521)

Nanook of the North

Archaic:

Of course this video was made a while ago and it represents the perception that the “white man” had of the “Eskimos”: wild people dressed in furs and looking a bit disheveled.

Dramatized:

As we know, some parts were “dramatized”, as when Nanook “tastes the vinyl disk”. I loved the beginning of the movie with all these people and the dog coming out of this seemingly very small canoe! Was that staged too?

Educational ambivalence:

Frankly, this is very much what I remember watching when I was in elementary school. “Primitive” cultures were presented to us as a heritage to be protected. The members of these cultural traditions were portrayed as innocent; naïve; unaware and uninterested in modernity.

  • Nanook trades his valuable furs for a few knives and necessities… What a bargain for the traders!
  • It shows indigenous people as a collective. They are always in a group.  Individuality seems not to exist (denied?)
  • The members of the family are seen in nature; struggling against the elements; even the comment about how Nanook killed the bears with his own hands suggests a battle with the environment.

So, basically, the Inuit are seen as one with their environment; “uncivilized”; probably illiterate (at least in regards to the traders’ languages).

Entertainment vs. information:

On the one hand the movie is a fiction and should be entertaining. On the other hand, the impressions that we keep propagate the stereotypes of the “noble savage”.

It is not a bad image but it can be disconcerting when non-natives, who see aboriginals this way, have to reconcile today’s issues with that representation. It’s almost as though, when a native person treats the environment (or animals) badly, we are disappointed… even if in fact non-native are much more responsible than First Nations for the destruction of the planet.

This YouTube video called “Dr. Daniel Wildcat – Mother Earth speech” presents a very different vision of what a native person looks like, sounds like and believes:

http://www.youtube.com/watch?v=FkPtyDr8PNA&feature=related (4 min.)

“Wholism”: Analysis of two videos (ETEC 521)

In the first video, with Alannah Young (First Nations counsellor)

What caught my interest:

  • Communities define elders.
  • Through ceremonies: build relationships.

 “Wholism” was linked with

  • balance of male and female
  • giving value to locals

Amy Parent (Masters student in Educational Studies)

Her research focused on Aboriginal youth their relationship to traditional knowledge in urban settings.

  • Indigenous knowledge important in their lives
    • Wholism meant something to them
  • Indigenous knowledge a process for native youths
    • Indigenous knowledge can be expressed in different ways
    • No youth talked about technology / hip hop
  • Need for place based education; getting out of the city
  • Youth want to know about their languages

LOVE THIS:
Real Youth:

  • film / taught how to make claymation videos
  • Film competition
    • Won awards

Of course I am the Digital Film Communication Curriculum Leader at my school and I really do believe that digital film can be an incredible means of expression for young people.

When making a simple animation; a public service announcement or a short narrative, students take charge of their learning. That’s why they did not want to leave at the end… it was “their” film… they took ownership. That’s powerful!

The reason why young Aboriginals did not talk of the technology, in my opinion, is that they were talking of substance, not tools. In education, technology should be a means to communicate. Not a goal in itself. That being said, we all know that it affects the message…

 amyparent

 

 


 

 

 Amy Parent

“Visual Media and the Primitivist Perplex” (ETEC 521)

A pact with the “devil”

In Pins’ article entitled “Visual Meida and the Primitivist Perplex”, a dilemma is explained in the form of stories.

The filmmaker recounts his experiences with various tribes as he endeavored to produce documentaries about their lives; their political desires and their need to preserve their traditions.

What I find interesting about the article is this whole dichotomy or contradiction between having to deal with the “Western world”, while also wanting to protect customs historically kept hidden from outsiders.

The “devil” or “Faustian” expression may not mean solely “Western culture” in this paper, but rather the dangers of revealing ancestral secrets coupled with the use of modern technology. The ladder implies a certain “dependence” on “civilized cultures”.

This type of dependence, if managed properly, can play in the advantage of Aboriginal cultures. However, there may also be a tendency to “assimilate” the members of the tribe to new ideas or “tint” the ancient knowledge with foreign concepts.

References:

Prins, Harald E.L., “Visual Media and the Primitivist Perplex: Colonial Fantasies, Indigenous Imagination, and Advocacy in North America,” in Media Worlds: Anthropology on a New Terrain, eds. Faye D. Ginsburg, Lila Abu-Lughod, and Brian Larkin, Berkeley: University of California Press, 2002, 58- 74

Weblog / cyber-traveller’s reflections (ETEC 521)

ETEC 521: Weblog Activity

Five (5) postings (entries) into a weblog for each of the 4 modules .

These entries describe: 

  • resources available
  • links to other sites
  • usefulness for research on Indigenous knowledge, media, and community reality

 

Module 4 weblog 5 (Chantal Drolet)

by Chantal Drolet

iPortal: Indigenous studies portal research tool

The Indigenous Studies Portal (iPortal) connects faculty, students, researchers and members of the community with electronic resources: books, articles, theses, documents, photographs, archival resources, maps, etc.

It is an initiative of the University of Saskatchewan Library.

Resources available:

  • The iPortal has more than 17,000 records.
  • This includes:
    • photos,
    • anthropological field notes,
    • diaries,
    • correspondence and
    • other textual documents

Links to other sites:

A great number of links to:

  • arts
  • business
  • community
  • first nations; tribes; reserves
  • government
  • health
  • history
  • indigenous knowledge
  • land claims
  • and more…

Usefulness for research on Indigenous knowledge, media, and community reality:

The indigenous Studies Portal provides one place to look to find resources for Indigenous studies.

In the section “Media and communication” alone (http://iportal.usask.ca/index.php?sid=992445708&t=sub_pages&cat=13), you can find film critiques (films about aboriginals or made by natives themselves). You will also find excellent articles on images and stereotypes; as well as radio, audio and television information. There are references to websites; book reviews; theses, etc.

This site seems to be very reliable.

Address:

http://iportal.usask.ca/index.php?sid=992445708&t=sub_pages&cat=565

 

Module 4 weblog 4 (Chantal Drolet)

Spirits for Sale

Theme: inspired by “Indian wannabes”

 

Synopsis:

 

When Annika got a sacred eagle feather from a Native American visiting Sweden she realized that it was a very sacred object which should probably not be in her  hands. What was she supposed to do with it? Should she return it and if so, to whom?

Her quest to find the right owner took her deep into Indian communities, where she learned about the anger and sadness of traditional Natives.

 

”First they killed our people. Then they took our land. Now they steal our faith.”

 

But the indians are fighting back. This time the fight is not mainly about protecting life and land.

Instead they´re fighting to protect their culture.

 

But would the feather find an owner?

 

Resources available:

  • Information about various films festivals
  • Protection of ceremonies:
    • The information in Europe about Native Americans and Native Canadians is most often full of fantasies and lies. People in general know very little about American Indians and their general view is based on stereotypes, mascots and film clichés. In some cases the belief is that “Indians do not exist.” Europe has also seen a growing interest in so called Native American spirituality. Ceremonies and rituals together with sacred objects are being sold on websites and in papers. Cults and organisations offer people to become “an Indian shaman” or a medicine man during a weekend course. Seldom or never do Native voices get heard and because of the lack of information, con-men make a considerable amount of money while they violate the spirituality of mostly Plains Indians.

Links to other sites:

  1. www.world-foundation.nu

  2. www.indianz.com

  3. www.filmepidemin.se

Usefulness for research on Indigenous knowledge, media, and community reality:

This film will address the issue of spiritual exploiters and the harm they do towards Native cultures but also to followers who, in many cases, “don´t have a clue”.

Address: (trailer for film)

http://www.spiritsforsale.com/Film.html

 

Module 4 weblog 3 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

State of the World’s Minorities and Indigenous Peoples 2009

Written by Minority Rights Group International (Unicef):

The report reviews the challenges that minorities and indigenous peoples face in education and strategies to overcome them. The recommendations are first and foremost built on the existing international legal framework of the right to education, minority rights and the rights to non-discrimination and to equality.

Resources available:

Recent and detailes reports:

  • Overcoming exclusion in education
  • Fulfilling the right to education for minority and indigenous children: were are we in international legal standards?
  • The gender dimension of minority and indigenous education
  • Status of ratification of major international and regional instruments relevant to minoriy and indigenous rights 

Links to other sites:

  •  Contributors are listed at the end
  • References are provided after each report Usefulness for research on Indigenous knowledge, media, and community reality:

Very detailed reports about various countries in the world. Quantitative and qualitative analysis are provided. You will find tables, diagrams and many images depicting the state of minorities and indigenous people on our planet.

Address:

http://www.unicef.org/lac/worlds_minorities_and_indigenous_peoples_2009.pdf

 

Module 4 weblog 2 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

REBEL MEDIA

Here are a variety of excellent short films about indigenous peoples around the world.

  1. Bolivia Indigenous Media
    • Excellent short film (8:44 min.) with eloquent aboriginals explaining why their radio station is important to them.
    • Address: Bolivia indigenous media

 

  1. Indigenous People’s Role in the Media
    • Cliff Curis, famous indigenous actor (Whale Rider) talks about what indigenous peoples can bring to the media. Well spoken; intelligent; informative.
    • Address: Indigenous Peoples Roles in the Media

 

  1. Breaking Down Stereotypes: the Adam Beach story

 

  1. Indigenous Voices 2009: A Media Celebration of Identity

 

  1. Jerry Mander – Globalization and Indigenous Cultures

 These films are very instructional. They present a number of fresh perspectives on Native peoples. I recommend watching them for more insights on indigenous points of view.

 

Module 4 weblog 1 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

Liberating Voices

A Pattern Language for Communication Revolution

Indigenous people in rural and urban areas in developing and developed countries around the world need to create —as well as use —information and communication systems to promote education, health, governance, cultural life and many other important values.

Resources available:

Polished visual patterns are contextualized and followed by discussions and issues on various indigenous subjects of interest.

Example of themes:

Linguistic Diversity
Arts of Resistance
Roles in Media
Influencing the Design of Information Technologies
Mobile ICT Learning Facilities for 3rd World Communities
International Networks of Alternative Media
Control of One’s Representation
Solidarity Networks
Ordinary Protagonists and Everyday Life

 Links to other sites:

  Alternative Media

Offers multiple links to excellent artistic representation of indigenous realities concerning themes like:

  • Digital divide
  • Education
  • Media critique
  • Engagement
  • Etc.

Usefulness for research on Indigenous knowledge, media, and community reality:

This richness of representation in media production results in additional diversity of ideas and perspectives in the media. Positive consequences can be: more interest for political participation and knowledge about rights.

Indigenous people who are denied their voice will find it difficult to fight oppression, work with allies, or maintain their culture. Without the means to make their voices heard, communities become atomized within themselves and invisible to the outside world.

Address:

http://www.publicsphereproject.org/patterns/pattern.pl/public?pattern_id=393

 

Module 3 weblog 5 (Chantal Drolet)

September 25th, 2009 by Chantal Drolet

Native Education in Canada and the Provinces

A guide to finding library information: University of Alberta

Resources available:

Links to other sites:

  • American Indian Culture and Research Journal 
    U of A Rutherford Library, Call Number: E 75 A515 (1974+)
  • American Indian Quarterly
    U of A Rutherford Library, Call Number: E 75 A525 (1974+)
    Internet access through Project Muse (2000+)
    Internet access through Academic Search Premier (1990+) 
  • Anthropologica 
    U of A Rutherford Library, Call Number: GN 1 A62 (1955+)  
    Internet access through CBCA FullText Reference (1993+)
  • Anthropology and Education Quarterly
    U of A Rutherford Library, Call Number: LB 45 C856 (1977+) 
  • Canadian Journal of Native Education
    U of A Coutts Library, Call Number: LC 2629 I382 (1980+)  
  • Native Americas: Akwe:kon’s Journal of Indigenous Issues
    U of A Rutherford Library, Call Number: E 75 N38 (2001+) 
  • Native Studies Review – abstracts from 1984-2000
    U of A Rutherford Library, Call Number: E 78 P7 N278 (1984+) 
  • Wicazo sa Review
    U of A Rutherford Library, Call Number: E 75 W633 (1985+)
    Internet access through Project Muse (2000+) 

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers access to scholarly research concerning indigenous nations accross Canada. I particularly like their “Indigenous and First Nations Education Web Resources” section:

These links are very rich in dependable resources. I recommend this site for excellent research papers and documents.

Address: http://www.library.ualberta.ca/subject/education/native/index.cfm

 

Module 3 weblog 4 (Chantal Drolet)

September 25th, 2009 by Chantal Drolet

First Nations / American Indian / Native People / Aboriginal Media

Initiated by the Turtle Islan Native Network: a site where you will find numerous aboriginal cultures represented through their own media.

Resources available:

  • National Native news
  • Aboriginal Peoples television network
  • Cherokee Youth Native ration theatre
  • Metis radio
  • First nations languages (information on many different dialects)

Links to other sites:

  • Directory of Native radio (USA)
  • Storyteller Native radio
  • Northern Native Broadcast Access program
  •  CTV First Story (Canada)
  • UN radio

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an impressive compilation of Firts nations, Aboriginal and Native peoples’s traditional and contemporary writings; communciations and media channels (radio, tv and online); books; films and other publications.

The most interesting aspect of this site is that it presents media that portray Natives as they wish to be seen. Not as other media conglomerates may want to depict them.

Address: http://www.turtleisland.org/news/news-media.htm

 

Module 3 weblog 3 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

Native American Wisdom, Sayings, Quotes, Philosophy & Issues

A collection of sayings, quotes and words of wisdom reflecting the beliefs and philosophy of the Native Americans. Also offered are a selection of Native American books and Native American music.

Articles and links provide information dealing with the issues of prejudice and shameful displacement that are still faced by the Native Americans to this day.

Resources available:

  • Quotes; books; music; meditations
  • Film:
    • Canada’s Complicity in Genocide
      A contemporary David and Goliath tale that will inspire and challenge the reader. It is the personal story of Reverend Kevin Annett, the minister who single-handedly exposed the murder and genocide of aboriginal people by the government of Canada and his employer, the United Church of Canada. This is his own gripping and passionate account of his heroic efforts against insurmountable odds to document hidden crimes among west coast native people after he began a ministry among them in Port Alberni, British Columbia in 1992.

Links to other sites:

  • My Two Beads Worth
    Native American Indian/First Nations/Indigenous Peoples’ News Online.

Usefulness for research on Indigenous knowledge, media, and community reality:

“Pearls of Wisdom” offers an artistic and mystical view of the indigenous world.

Address:

http://www.sapphyr.net/natam/

 

Module 3 weblog 2 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

First Nations Pedagogy Online

This site provides best practices and support for online learning initiatives that are intended for aboriginal students, elders, educators, curriculum developers, and educational leaders.

Resources available:

Pedagogy: (examples)

  • Best practices
  • Talking circles
  • Culture
  • Elders
  • Holistic balance
  • Interconnection
  • Literacy
  • Natural world
  • Respect
  • Storytelling

Links to other sites:

  • Multimedia
    • Aboriginal Communities on Google Earth
    • Connecting Traditions: Tsimshian Pre-Contact Life
    • Digital Drum
    • First Nations Film
    • etc.
  • Presentations:
    • First Nations Pedagogy for Online Learning
    • Podcasting for the Benefit of Aboriginal Languages: How to establish a Podcast Website via iweb
    • Digital Literacy in BC First Nations

Usefulness for research on Indigenous knowledge, media, and community reality:

This excellent site, divided in community; practices; learning; resources and circles, offers valuable resources about onine learning designed for indigenous cultures. It also includes articles and various sites about planning and future trends.

Address:

http://firstnationspedagogy.ca/planning.html

 

Module 3 weblog 1 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

 Indigenous Education

  • Aboriginal Language Education
  • Associations, Organisations & Unions
    • Includes both Aboriginal and other groups interested in developing Aboriginal education and opportunities.
  • Commonwealth
    • Includes educational and other supportive processes.

Resources available:

  • Australian Institute of Aboriginal …
    [And Torres Strait Islander Studies]
  • Dare to Lead
    ‘Dare to Lead is a Commonwealth funded national project with a focus on improving educational outcomes for Indigenous students.’ Access information, resources, professional development, research, professional readings, school initiatives and much more.

Publications
Includes Bibliographies, Books, Journals, …

  • A Model …
    [Of More Culturally Inclusive and Educationally Effective Schools]
    Downloadable document.

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality: 

This site offers articles and general information on aboriginal education.

  • Australian Journal of Indigenous Education, The
    ‘Is the only journal for educators devoted specifically to issues of practice, pedagogy and policy in Indigenous education in Australia. The journal has an international audience and is highly valued by its readers as a reliable source of information on Indigenous education issues.’

A teaching resource section offers strategies for Aboriginal education:

  • Aboriginal Astronomy
    ‘Australia’s indigenous peoples have a rich heritage of astronomical observation and story telling. Archaeoastronomy is an important field of research in Australia and other parts of the world. These stories are from Questacon’s book The Emu in the Sky, a collection of Aboriginal astronomy stories from all around Australia.’
  • Aboriginal Dreaming Stories
    Include The Dreaming and Dreaming Stories, Aboriginal Dreaming Stories Online, Games, Lesson ideas and Dreaming Stories in the Classroom – a lesson plan by Jackie Miers and Loraine Turner. A quite extensive collection.
  • Aboriginal Dreamtime Stories
    Listing of Aboriginal stories [with authors] compiled by a Victorian library.
  • Aboriginal Education Research & Curriculum Resources
    From the New South Wales Board of Studies, links to information regarding ACAP, numeracy, literacy and Primary Links. A number are to PDF documents. Also try the listing of sites [almost 40] from EdNa Online

Address:

http://www.aussieeducator.org.au/resources_indigenous.html

Module 2: weblog 5 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Aboriginal Themed Lesson Plans

This resource was created to provide instructional ideas in a ready-to-use lesson format (for Aboriginals) from Kindergarten to Grade 12 Social Studies.

Resources available:

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

Example of lesson

Diversity – Grade 11

Topic: Diversity/Human Rights / Social Studies

Knowledge Objectives:

Acculturation – Indigenous Peoples worldwide have had to face the cultural collapse that accompanies the loss of their land, their language, their social and political systems, and their knowledge

Racism – know that racism and prejudice are used to justify inhumane treatment of Indigenous Peoples by an exploitive mainstream society

Human dignity – Indigenous Peoples have never accepted the assault on their lands and culture passively. They have fought back in every area with the weapons available to them.

The central issue confronting Indigenous Peoples is the recognition of the inherent right to self-determination.

Address:

http://www.saskschools.ca/curr_content/aboriginal_res/

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Module 2: weblog 4 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Aboriginal Education Curriculum: Saskatchewan

  • Elementary Level / Middle Level / Secondary Level
    • Aboriginal Languages
    • Languages Arts for Aboriginal and Métis students: adapting the elementary curriculum  

Resources available:

Links to other sites:

 Usefulness for research on Indigenous knowledge, media, and community reality:

The major goals of this curriculum are:

  • to promote student participation in varied learning situations and activities that will assist them in acquiring listening, speaking, reading and writing skills in an Indian or Michif language;
  • to develop an understanding and an appreciation of Indian and Métis cultures through language;
  • to develop students’ listening skills which will assist them in the learning of an Indian language in various social contexts and situations;
  • to encourage enjoyment of learning to converse and to write in an Indian or Michif language;
  • to cultivate positive personal and social growth through use of an Indian or Michif language.
  • to encourage students to continue to acquire fluency through independent study with Elders and other fluent speakers.

Address: http://www.sasked.gov.sk.ca/branches/curr/evergreen/indlang.shtml

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Module 2: weblog 3 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Native Education College

The Native Education College is BC’s largest private Aboriginal College. It NEC provides a culturally appropriate and supportive learning environment for Aboriginal learners.

Resources available:

  • Aboriginal Adult Basic Education (AABE) / BC Adult Graduation Diploma (Grade 12)
    • The program recognizes the unique history and culture of Aboriginal people.  Students focus on achieving their academic and employment goals while learning and sharing their cultural knowledge and skills. Courses are developed and taught from a First Nations’ cultural perspective.
  • Applied Business Technology Program:
    • provides essential computer, communication and business skills in the field of office administration. In addition to classroom knowledge, students gain first-hand experience in office environments, through industry support, work experience, guest speakers and field trips.
  • College Connections Program
    • prepares students who have completed their Grade 12 graduation requirements, or are in the process of completing, to succeed at a college level.  All courses emphasize study skill development and college level academic skills. Students choose College Connections because they want to increase their self-confidence and ensure they have the right academic foundations
  • Aboriginal Basic Early Childhood Education
    • ECE students explore child development, the role of the professional early childhood educator, create early education curricula, practices, and stimulating learning environments for young children.   

Links to other sites:

  • The site offers a variety of “partners” in education: companies and institutions that participate in the programs. For example:
    • Aboriginal Tourism BC
    • ACCESS: Building Futures Today

Usefulness for research on Indigenous knowledge, media, and community reality:

NEC offers a variety of programs and services to Aboriginal learners throughout the province who attend the Longhouse located in the Mount Pleasant area of Vancouver. NEC also works with Aboriginal organizations to deliver programs in other locations throughout British Columbia. NEC focuses on meeting the needs of Aboriginal adult students requiring developmental, vocational, and applied academic programs that provide access to employment or further post-secondary education.

Adress: http://www.necvancouver.org/

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Module 2: weblog 2 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Canadian Education Association: Aboriginal Peoples

An “Expected Outcome” of the United Nations Literacy Decade (2003-2012) is to increase the literacy levels in communities or groups that are excluded from the mainstream, namely indigenous groups, where literacy is “inextricably linked to cultural survival.”

Resources available:

The situation today

In Canada, […] the achievement levels and graduation rates for Aboriginal students are significantly lower than those of non-Aboriginal students. The majority of Aboriginal youth do not complete high school; leave the school system without skills for employment; without adequate language and cultural knowledge of their own people; and feel that schooling experiences erode their identity and self-worth.

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

In the context of the struggle for cultural survival and self-determination faced by many indigenous groups, raising literacy levels in the dominant language of the larger community can be a tool for indigenous political action.

Address:

http://www.cea-ace.ca/foo.cfm?subsection=lit&page=pol&subpage=lan&subsubpage=abo

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Module 2: weblog 1

September 17th, 2009 by Chantal Drolet

First Nations Pedagogy

Indigenous communities around the world are creating programs of significant value to cultural preservation and indigenous empowerment. 

Resources available:

  • First Nations pedagogy, curriculum, education, and ways of knowing and being
  • Curriculum development, Consultant and Writing services related to First Nations education and knowledge
  • Theory:
    • Related to the unique and sacred tenets of First Nations pedagogy, education and Way of Life
    • Curriculum:
      • Examples, principles and services related to the development of First Nations governed,
      • Developed and implemented curriculum from K-12
      • Post-secondary, and continuing life-long education

Links to other sites:

Many interesting articles:

  1. Indigenous knowledge and pedagogy in First Nations education
    1. Article by Battiste, M. (2002): extensive literature review with recommendations for the Indian and Northern Affairs Canada
    2. Long term strategies for institutional change in universities and colleges: Facilitating native people negotiating a middle ground.
      1. Bobiwash, A. R. (1999). Center for World Indigenous Studies

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers insights about “the ways of knowing, learning, and teaching inherent to the traditional methods of informal and formal aboriginal education.

Address: http://firstnationspedagogy.com/index.html

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Module 1: weblog 5

September 11th, 2009 by Chantal Drolet

Center for Indigenous Cultural Survival

Indigenous communities around the world are creating programs of significant value to cultural preservation and indigenous empowerment. 

Resources available:

  • Links to projects around the world
    • Examples:
      • Amazon / rainforest conservation
      • USA / support for undergraduate and graduate studies for indigenous people
  • Newsletter

Links to other sites:

  1. Center for World Indigenous Studies
  2. Center for the Study of Women in Society (CSWS
  3. University of Oregon Native American Initiative

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an opportunity for indigenous people to participate and strengthen their local communities. It enables the examination and understanding of various strategies and techniques that create a space for the survival of culture and life as understood by global Indigenous communities.

Address: http://cics.uoregon.edu/

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Module 1: weblog 4

September 11th, 2009 by Chantal Drolet

Assembly of First Nations (Canada)

The Assembly of First Nations is the national organization representing First Nations citizens in Canada. The AFN represents all citizens regardless of age, gender or place of residence. 

Resources available:

Links to other sites:

  • The Truth and Reconciliation Commission
  • Three Fires Confederacy Gathering
  • CMHC – First Nations Market Housing Fund
  • Provincial Territorial Organizations

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers information both in English and French about all first nation people in Canada.

Address: http://www.afn.ca/article.asp?id=3

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Module 1: weblog #3

September 10th, 2009 by Chantal Drolet

Indigenous node of the World Wide Web Virtual Library

Resources available:

This site is maintained in conjunction with the Australian National University’s Aboriginal Studies WWW Virtual Library, containing links to Australian Aboriginal & Torres Strait Islander resources, and the Circumpolar WWW Virtual Library, containing links to Circumpolar Indigenous resources.

Links to other sites

Usefulness for research on Indigenous knowledge, media, and community reality

This site offers a wide choice of online libraries as well as many websites for a great number of aboriginal peoples around the world.

The media centre contains books, maps and various media productions about education; conferences; entertainment and current affairs.

Address: http://cwis.org/wwwvl/indig-vl.html

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Module 1: weblog #2

September 9th, 2009 by Chantal Drolet

Centre for World Indigenous Studies

The Center for World Indigenous Studies (CWIS) is a non-profit research and education organization dedicated to wider understanding and appreciation of the ideas and knowledge of indigenous peoples and the social, economic and political realities of indigenous nations.

Resources available:

  • World Journal
  • International Indigenous Peoples: Includes book reviews
  • Online blog: a daily journal published by the Center for World Indigenous Studies (CWIS) since June 1999
  • A Forum for Global Exchange reports news as well as facilitates active participation by Indigenous people, resolution of violent conflicts, development of international law, and exchange of knowledge and information.
  • The FGE News Page also hosts a large collection of Indigenous related web links.
  • Media Center
    • Indigenous video & audio media
    • Selection of books & maps

Links to other sites

Usefulness for research on Indigenous knowledge, media, and community reality

This site offers education programs; forums for global exchange; a bookstore and many other resources.

Address:

http://cwis.org/

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Module 1: weblog #1

September 9th, 2009 by Chantal Drolet

Open Anthropology: Internet Indigeneity & Anthropological Advocacy

Resources available:

Open Anthropology Video Collection 

On YouTube:

Also on YouTube:

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an impressive bibliography, some with detailed abstracts, including:

  • Barnard, Alan. (2006). Kalahari revisionism, Vienna and the ‘Indigenous Peoples’ debate. Social Anthropology 14(1): 1-16.
  • Beteille, Andre. (1998). The idea of indigenous people. Current Anthropology 39(2) April: 187-191.
  • Biolsi, Thomas, and Larry J. Zimmerman, eds. (1997). Indians and anthropologists: Vine Deloria, Jr., and the critique of anthropology. Tucson: University of Arizona Press.

Furthermore, there is a wide variety of links to projects related to Indigenous issues and perspectives, such as:

Address:

http://openanthropology.wordpress.com/2008/03/26/internet-indigeneity-anthropological-advocacy-text-of-a-presentation-at-the-university-of-south-florida-march-19-2008/

DIGITAL FILM: Technology & Spanish (ETEC 532)

PART 1:

The Challenges & Opportunities Involved in Optimizing Foreign Language Acquisition

with a Holistic Approach to Technology:

In our connected world, it has become indispensable for students to comprehend and represent knowledge in a multitude of formats.

Consequently, new educational approaches using digitally based literacy tools such as:

• Audio
• video
and various
• digital systems…are increasingly required.

Part 2:

The Use of Digital Film Communication as part of a Multiliteracies Curriculum Designed to Learn Spanish

a)  Producing a film in a Spanish class, for example, offers the conditions necessary to augment the effectiveness of linguistic acquisition:a) Excellent input in the form of authentic materials;

b) Plenty of practice through oral communication;

c) Varied types of feedback;
and

d) Personalized content pertaining to the student’s learning style and interests
(Zhao, 2005)

The intent of this production is to demonstrate that using digital film production to learn a foreign language can be an effective part of a comprehensive technological program for language educators. 

Please right click and choose “open in new tab”

FILM: Digital Film & Spanish

MOODLE: YouTube & Youth Culture (ETEC 531)

YouTube & Youth Culture

As part of a Moodle module “The YouTube Effect”

In this lesson you will explore the inter-relationships between

YouTube and youth culture

Definitions:

Youth:

·      young person: a young person (especially a young man or boy)

·      young: young people collectively;

·      the time of life between childhood and maturity

·      early maturity;

·      the state of being young or immature or inexperienced

·      an early period of development;

·      the freshness and vitality characteristic of a young person

(wordnetweb.princeton.edu/perl/webwn)


Culture:

·      a particular society at a particular time and place;

·      the tastes in art and manners that are favored by a social group

·      acculturation: all the knowledge and values shared by a society

(wordnetweb.princeton.edu/perl/webwn)


Youth culture:

·      youth-directed media and popular culture

·      youth-as-trouble

·      youth-as-fun

·      youth-as-future

·      youth-as-confusing tribe

Youth culture is most usefully defined as a field of artifacts, identities and practices which are circulated by youth as about and for youth.

(Driscoll, C. & Gregg, M. (2008). Broadcast yourself: moral panic, youth culture and internet studies. Pre-print of published chapter appearing in Usha Rodrigues (ed), Youth and Media in the Asia-Pacific Region,Cambridge Scholars Press, Cambridge)

Engage

Related pre-test question: Is YouTube its own culture?

Watch this Power Point Presentation

 Mobile Youth Tribes

The Mobile Youth Culture of Tribes

Understanding youth culture is not easy. This presentation defines tribes are core to youth culture. With Facebook, MySpace and YouTube, for example, young people’s values are no longer based on where they live (geography), but how they live (lifestyle).

Explore

Related pre-test question: What role does YouTube play in defining youth culture?

YouTube tribes & communities

Scroll through this YouTube video to see the numbers.

YT Identity Survey Results

Have a look at this YouTube video to explore the meaning of community.

What Defines a Community

Positive youth roles

Positive Youth Roles

Dangerous zones: the beginning of this video shows you what is on the web about eating disorders (note that to see pro-anorexia videos, one needs to sign in)

The Truth about Online Anorexia

Explain

Think:

a. Do you agree with the analogy that defines youth culture as a variety of tribes / communities?

[…] “generational consciousness” finds its most acute expression in subcultures. Subcultures exist at the cultural fringe and are typically anti-establishment and confrontational. Subcultures are frequently portrayed as dangerous by the mainstream media and are typically associated and confused with delinquency.

The majority of Western youth will never invest themselves in a subculture proper. They will, nonetheless, invest themselves in a youth identity that sets itself apart from the identities of the older generation. Such non-subcultural identities are typically modified, less confrontational, versions of subcultural identities.

Divested of their extreme stylistic alterity and transformed into a consumable object by fashion, music and other cultural industries, subcultural styles are frequently appropriated by, and thereby integrated into, dominant culture. (http://iyp.oxfam.org/documents/Chapter%2011%20Global%20Youth%20Culture%20&%20Youth%20Identity.pdf)

b. If you were to choose a community to join in YouTube, which one would it be?


Discuss:

Related pre-test question: Is Youtube a mainstream American culture, or does it have distinct entities?

The internet age threatens to condense the entire world’s culture into a single YouTube video:

In it [this single YouTube video] a personification of Youth Culture dances to 50 Cent while sipping a giant, corn-syrupy Starbucks latte. It’s world unity, sure, but from Helsinki to London to Paris, many fear that the oncoming juggernaut of the new internet age may pave over local difference. (http://www.utne.com/2008-01-08/Politics/Euro-Youth-Culture-in-Crisis-YouTube-and-Hip-Hop-to-the-Rescue.aspx)

a. Do you think that YouTube is generating conformity, rather that tribal differences?

b. Can both of these realities co-exist (tribes & conformity)? How?

Extend

Read

Related pre-test question: Does the Youtube community have rituals they practice? If so what purpose do these rituals fulfill?

Is YouTube’s allure raising risk-taking in youth culture? Burlington accident a reminder of sometimes tragic consequences when extreme stunts go wrong

By Meredith MacLeod, Metroland West Media Group News (http://www.burlingtonpost.com/news/article/261371)


Gainor says tragic incidents should reinforce to parents that they have to monitor every site, every message, every video their child watches.

a. What do you think of the last statement? Why?


Navigate through these sites

Related pre-test question: How does Youtube build a sense of community?

http://www.journalofaestheticsandprotest.org/6/another/youthtube.html

·      YOU-TUBE-SIZED: 10 Radical Things About YouTube

http://www.youthmediareporter.org/2007/01/an_internet_video_revolution.html

·      YouTube offers a new, paradoxical model for youth media activism; it is used as a resource for organizing and civic action, but viewed as a profit driver by its corporate owners. Ultimately, YouTube offers youth a powerful tool in planting the seeds of social change outside and within a corporate domain.

http://www.theseminal.com/2007/07/23/the-youtube-debates-misrepresented-american-youth/

·      Instead of seeing the youth as the smart, dedicated, and serious people that we are, CNN equated youthfulness with childishness.


Watch this rap video about youth and the media

Related pre-test question: Have sites like YouYube helped or hurt youth culture?

Evaluate

Related pre-test question: Has video sites like youtube been a positive or negative influence to society at large?

Music, Media & Today’s Youth

A slogan is a memorable motto or phrase used in [various] contexts as a repetitive expression of an idea or purpose. (http://en.wikipedia.org/wiki/Slogan)

·      Will your slogan give a positive outlook on YouTube? (democratization of information; freedom of expression; etc.)

·      Will your slogan play on the dangers of YouTube? (stalkers; false authenticity; hidden corporate interests; etc.)

Examples:

·      “The Power to Be Your Best.” (Apple Computers Advertising Slogan)

·      “Let your fingers do the walking.” (Yellow Pages Advertising Slogan)

·      “It’s the real thing.” (Coca-Cola Advertising Slogan)

·      “Just do it.” (Nike)


To design your slogan, reflect on these final (post-test) questions:

·      What impact has YouTube had on culture?

·      Will YouTube replace television?

·      Are the videos on YouTube an accurate reflection of society/culture?

·      What effect does Youtube have on culture and society?

·      What are the various identities of the YouTube community members?

 

Full Module on Moodle (password required): http://m1.cust.educ.ubc.ca/CUSTmoodle/course/view.php?id=25

DIGITAL FILM: Exploring Cultural Issues & Communication Studies (ETEC 531)

Exploring Cultural Issues & Communication Studies through Digital Film Production

The themes developed in this presentation have been inspired by questions from: ETEC 531 – Module 1

  1. What is communication studies?
  2. What is cultural studies?
  3. What would a digital film production high school course, including communication and cultural studies, look like if I were to design one?
This digital film asks: 
  1. How can digital film production focus on communication rather than technology?
  2. How can digital film communication include cultural studies?

Please right click and choose “open in new tab”.

Film: Exploring communication & culture through digital film production 

DIGITAL FILM: Exploring media studies through digital film communication (ETEC 531)

Exploring Media Studies through Digital Film Communication

  • Digital film communication offers an effective way of analyzing the artificial reality presented by the media.
  • Through media studies, students learn to appreciate the spin involved when publishing media content by experiencing the technological process involved in movie making.

Video (on YouTube):

(Please right click to “open in new tab”)

 Film:Exploring media studies through digital film communication

How can imovie be used to produce curriculum stories? (ETEC 532)

How Can imovie be Used to Produce Curriculum Stories?

In the video created with elementary students mentored by a video artist, learning is experiential. First and foremost, the learning experience seeks to develop knowledge in a specific context, which in this case is the environment. The theme is related to a clear problem, littering, and focuses on a goal: a change in attitude. The role of the story, therefore, is to provide a narrative that will create an emotional impact, allowing the information to be accepted and processed by the audience. The objective is to enable the video producers (in this case the elementary students) to communicate a message that will entice the viewers (and themselves) to actively alter their behavior and adopt the solution suggested by the film.

The choice of project

The production is called: “The Trash that Came from the Can“. This title is chosen with care, using words that children can easily visualize, pronounce and remember. The Trash Monster appeals to kid’s imagination. The mood of the film is light, even though the message is serious. This approach allows students to open their minds to complex ideas behind a seemingly simple and entertaining adventure.

In this type of project, the learning environment involves the use of technology (cameras, tapes, tripods, microphones, editing systems) and a collaborative and constructivist approach. The role of the teacher or mentor is to facilitate the collective discovery and the construction of knowledge. The process usually entails the pre-production (scripting), production (filming) and post-production (editing) phases. During these stages, students are encouraged to take ownership of their learning by searching information about the problem at hand. They select a genre that best suits their interest. Whether they choose to create a comedy, a thriller or a drama, students benefit from participating “in discussions if they are to be successful”, (Palloff & Pratt, 1999).

By exposing students to the various components of media production, they come to realize the influential power of this type of communication technology. In the film analyzed in this paper, the students chose to dramatize the story by having the Trash Monster take control of the school. This dramatic storytelling device allowed them to present a scenario in which they, as the actors of the story, changed their attitudes and cleaned up their environment. The indicators of learning are apparent in the way that students took responsibility for acting in the film as well as preparing the props. The dismantling of the monster at the end also gave the children a tactile experience directly linked with the concept of taking the problem apart and finding a resolution.

Technology & learning: advantages and limitations

As long as the technological tools are used to facilitate learning rather than for their own sakes, the technology enhances learning. However, in circumstances where teachers are not familiar with the tools it becomes more complicated to focus on the content. These limitations often create frustrations from the part of the instructor as well as the students. Therefore, this type of project necessitates a great deal of planning and some support from educational institutions for the professional development of teachers. According to So & Kim (2009), who observed teachers using technology, the biggest problems comprise:

a. generating authentic and ill-structured problems for a chosen content topic,

b. finding and integrating ICT tools and resources relevant for the target students and learning activities, and

c. designing tasks with a balance between teacher guidance and student independence.

They continue by offering suggestions to better link the content, pedagogical, and technological knowledge such as: providing teachers with integrated modules as well as models of project-based technology. Bransford, Brown & Cocking (2002), report the need for a continuous synchronized effort ranging from “pre-service education to early teaching to opportunities for lifelong development as professionals” (p. 205).

Conclusion

The technology played an obvious role in this vignette, since the story and the message depended on the use of cameras, angles, lighting and sound. The technological tools also allowed students to experience learning actively, by acting and participating in the various phases of the production. Provided that technology does not overshadow the educational objectives, the motivational benefits of such projects are inherent to the dynamic process of discovering a solution and communicating it to others effectively.

PDF File (right click to “open in new tab”):

etec-532-vignette-2-final

References

Bransford, J. D., Brown, A. L. & Cocking, R. R. (2002). How people learn: Brain, mind,

experience, and school. Washington, DC: National Academy Press. Retrieved June 11, 2009 from: http://www.nap.edu/openbook.php?record_id=6160

Palloff and Pratt. (1999). Building learning communities in cyberspace, chapters 1-2.

So, H. & Kim, B. (2009). Learning about problem based learning: Student teachers

integrating technology, pedagogy and content knowledge. Australasian Journal of

Educational Technology, 25(1), 101-116. Retrieved June 11, 2009 from:  http://www.ascilite.org.au/ajet/ajet25/so.pdf

Literature review: Using Digital Film Production to Learn Spanish (ETEC 532)

 Optimizing Foreign Language Acquisition with a Holistic Approach to Technology: Using Digital Film Production to Learn Spanish

Introduction

Nowadays, educators have at their disposition numerous technological tools with the capability of significantly improving foreign language acquisition. However, these possibilities cannot be brought to fruition unless the conceptualization, design, development, and deployment of technologies in support of second language learning are reconsidered.

Furthermore it has become indispensable for students to comprehend and represent knowledge in a multitude of formats. Consequently, new educational approaches using digitally based tools such as audio, video, and various digital systems, are increasingly required.

Purpose and Assumptions

This literature review will explore the challenges inherent to the integration of educational technology in foreign language acquisition environments. Particularly, it will present the ways in which digital communication technologies can be used as facilitators of linguistic proficiency.

Cognitive approach. One assumption is that presenting and analyzing various tools and approaches will clarify what technology and how technology can provide quality input, opportunities for communication, meaningful feedback, and individualized content to enhance motivation.

Socio-cognitive approach. Another basic assumption is that by using a participatory approach, students immerse themselves in various cultures while producing digital documents attesting their language skills. 

Statement of the problem

What and how can technology be used to optimize foreign language acquisition environments, especially with the use of digital film production in the Spanish classroom?  

The intent is to demonstrate that, within the assortment of technologies available to language educators, using digital film production to learn a foreign language is a practical and theoretically sound manner to use technological tools strategically. The holistic process, encompassing the use of authentic cultural artifacts; film equipment; editing software; the Internet (just to name a few technological devices) provides an opportunity to create a long-lasting awareness of the Hispanic world as well as a way to optimize the learning of its dominant language.  

Full paper (PDF file) attached here (right click to “open in new tab”)

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