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Understanding the need: using collaboratively created draft guiding principles to direct online synchronous learning in Indigenous communities

Journal Article


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Abstract


  • This article reports on the experience of members of an Australian Aboriginal

    community as they used synchronous computer technologies to enhance their literacy

    learning. The aspiration to learn meaningful and relevant literacy and computer skills

    was discussed in focus groups, as well as the need to articulate the group’s position

    within the wider community, the value of the wisdom of the Elders, and the

    importance of the dissemination of traditional language and Aboriginal knowledge.

    Educational integrity was deeply embedded in the project’s approach to the Aboriginal

    learning experience, and included ensuring respect for cultural needs and traditions,

    as well as acknowledging the learners as active participants of their own learning.

    Successful implementation of the project led to the creation of the Community

    Strength Model (CSM) based on the premise of Henderson’s multiple cultural model,

    which incorporates ethnic minority and Indigenous culture as a cultural logic to be

    respected and included in the development of Indigenous e-learning activities. The

    process of the project helped to clarify the importance of Indigenous and cultural

    contributions to the model while approaching new learning experiences using digital

    technologies. The research provides a set of principles to guide future researchers

    and practitioners in working with technology in Indigenous communities in integrative

    ways.

Publication Date


  • 2010

Citation


  • Eady, M. & Woodcock, S. (2010). Understanding the need: using collaboratively created draft guiding principles to direct online synchronous learning in Indigenous communities. International Journal for Educational Integrity, 6 (2), 24-40.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1247&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/208

Number Of Pages


  • 16

Start Page


  • 24

End Page


  • 40

Volume


  • 6

Issue


  • 2

Abstract


  • This article reports on the experience of members of an Australian Aboriginal

    community as they used synchronous computer technologies to enhance their literacy

    learning. The aspiration to learn meaningful and relevant literacy and computer skills

    was discussed in focus groups, as well as the need to articulate the group’s position

    within the wider community, the value of the wisdom of the Elders, and the

    importance of the dissemination of traditional language and Aboriginal knowledge.

    Educational integrity was deeply embedded in the project’s approach to the Aboriginal

    learning experience, and included ensuring respect for cultural needs and traditions,

    as well as acknowledging the learners as active participants of their own learning.

    Successful implementation of the project led to the creation of the Community

    Strength Model (CSM) based on the premise of Henderson’s multiple cultural model,

    which incorporates ethnic minority and Indigenous culture as a cultural logic to be

    respected and included in the development of Indigenous e-learning activities. The

    process of the project helped to clarify the importance of Indigenous and cultural

    contributions to the model while approaching new learning experiences using digital

    technologies. The research provides a set of principles to guide future researchers

    and practitioners in working with technology in Indigenous communities in integrative

    ways.

Publication Date


  • 2010

Citation


  • Eady, M. & Woodcock, S. (2010). Understanding the need: using collaboratively created draft guiding principles to direct online synchronous learning in Indigenous communities. International Journal for Educational Integrity, 6 (2), 24-40.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1247&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/208

Number Of Pages


  • 16

Start Page


  • 24

End Page


  • 40

Volume


  • 6

Issue


  • 2