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Project Overview – March 3

Project Brief – Longhouse OER Course Module

Revision Date: March 3, 2020

Project Goal: 

  • To design and develop Indigenously informed pedagogies, through a single test course module, in support of the combination of a virtual and interactive learning environment
  • Support the exploration of the historical and archaeological known knowledge, to multimodal lens in the interpretation of that knowledge
  • Augment the Ryerson University HST 580 Natives and Newcomers to 1763 course
  • Examine the use of digital cultural heritage as a means of knowledge mobilization
  • To create a classroom experience of the Longhouse OER VR and/or game experience that is engaging, rich, meaningful and respectful 

Situation Analysis:

  • Instructors are looking for classroom resources that are easy to integrate into existing curricula
  • Education funding cuts have eliminated or reduced access to Indigenous educational resources and programming (ie. Ontario Government’s cuts to Indigenous Culture Fund) 
  • Many university, college and high school instructors have requested the 3D Visualization of Eastern Woodlands Indigenous History

Audience

Primary

  • Instructors and faculty in post-secondary and secondary institutions
  • Learners in post-secondary and secondary 

Target Audience Empathy Map

Audience Empathy Map:

Thinking and feeling: Resource- and time-strapped, they want something easy to use, turn-key and with minimal need for rework

Hearing: That experiential, full-sensory and immersive learning is a powerful tool for pedagogy

Seeing: A limited pool of Indigenous educational resources; a limited sample of digital cultural heritage approaches and processes

Saying and doing: They are looking for a way to bring this into existing coursework and do so in a way that is informed by Indigenous educational frameworks, and integrate the content into existing learning in a way that is engaging, informed and respectful

Pain: Need to do more with less

Gain: Improve and enrich student experiences and understanding of course materials

Strategies:

  • Use evidence-informed community consultation models such as focus groups, virtual town halls and student/Indigenous/instructor advisory boards to inform and execute the project
  • Leverage design thinking and empathy mapping with key communities to gather requirements and validate project direction 
  • Developed a multi-modal approach to the materials creation informed by Universal Design for Learning (UDL) 

Proposed Deliverables:

Based on the primary audience, we envision the following tools and deliverables would be in scope. 

A Pressbooks-based module which includes the following sections:

  • Instructor resources
    • Lesson plan
    • Presentation slides
    • Lesson scripts
    • List of high-yield questions
    • Answer keys
    • Sample student perspectives
    • Troubleshooting guides
    • Classroom management tips
  • Student Resources 
    • Active learning exercises (quizzes, sharing circles, one-minute papers, creative reflections, building projects, mindmapping, etc.)
    • Discussion boards, Hypothes.is threaded annotation, peer discussions and evaluations
    • Self reflection and journaling