INCORPORATING MOODLE INTO AN EXISTING MODEL FOR DISTANCE DELIVERY OF LITERACY TRAINING 2009

INCORPORATING MOODLE INTO AN EXISTING MODEL FOR DISTANCE DELIVERY OF LITERACY TRAINING Linda Wright Sioux Hudson Literacy Council Moodlemoot 2009 Edmonton, AB April 2, 2009

Sioux Hudson Literacy Council would like to acknowledge all of the First Nation’s Elders, Learners and Practioners who have opened their hearts and minds to the idea of e-Channel Literacy Learning.

Background information Existing Model Integration of Moodle

Sioux Hudson Literacy Council Sioux Lookout, ON Operated onsite learning program in Sioux Lookout

Literacy Provide adult learners with the opportunity to upgrade their skills such as math, reading and writing and other essential skills In the province of Ontario the government funds four separate streams through MTCU Native Anglophone Francophone Deaf

Native Stream By government definition ‘Aboriginal’ people include Status and Non Status Indian, Métis, and Inuit We use the terms Aboriginal, First Nation and Native interchangeably

Native Stream 26 MTCU funded Native literacy programs across Ontario All these programs are community-based agencies They are located across the province from Kenora, on the Manitoba border, to Windsor and Moosonee, on James Bay, to Peterborough Some operate on reserve, some work with Friendship Centres in urban locations and some are ‘stand-alone’ independent programs Programs are represented and supported by the Ontario Native Literacy Coalition

Native Programs Create and use culturally sensitive material Respect traditions and beliefs of the aboriginal culture Many times the instructor becomes the learner

History Treaties 1689 - 1920 Grossly one sided Believed that the Aboriginal leaders who signed these treaties on behalf of their people didn’t fully understand what they were signing Residential Schools Until 1951, the Indian Act of Canada forbade Aboriginal persons from attending university unless they voluntarily relinquished their status as an Indian under a process called enfranchisement. (The Indian Act, 1876)

The Result Mistrust and fear in education and in government

Statistics 31% of Aboriginal people living on reserve in Ontario have less than Grade 9 or no formal education at all, compared to 10% in the non-Aboriginal population - more than triple the rate. Registered Indian Population by Region and Type of Residence, December 31, 2005 . … , Department of Indian Affairs and Northern Development – 2006 Aboriginal high school graduation rates reports a 33% successful high school graduation rate compared to the “mainstream” population rate of 66% (Stats Can, 2001).

History of Project Responded to call out for proposals by Ministry of Training Colleges and University in Spring 2003 Sioux Hudson Literacy Council’s “Good Learning Anywhere” proposal and business plan accepted December 2003 Project was coordinated by AlphaPlus Centre in Toronto Four organizations approved at this time for pilots to run from January 2004 to March 2005 Project continues and is funded through to March 2009 Initially focused on the area North of Sioux Lookout, but as of 2007 service all of Ontario

Good Learning Anywhere Mandate to provide programs to learners: who live in isolated or remote areas and do not have access Cannot access regular onsite programs for other reasons It is also a supplementary aid for onsite programs

The Traditional Distance Learner Grill, 1999 speaks of predisposed characteristics of distance learners -these learners tend to be motivated , well educated , middle-class , Caucasian individuals who want to continue their education

Good Learning Anywhere learners… 67% grade 7-12 highest level of schooling 24% unemployed 57% aged 27-39 34% English is second language 86% female 87% want to be able to stay in their own community and still take courses 67% need study time that can be arranged around their work/family schedule

What is the “ digital divide ”? is the growing global phenomenon that is creating greater distance between those having access to information and communications technology (ICT) and those who do not due to geographical and social isolation, poverty and political factors (AISR, 2006; Brescia & Daily, 2007; CBNC, 2006; Hunt, 2001; Miller, 2006) Employment statistics for the global Indigenous population indicate that as employment skill requirements reflect the growing technology trends of the global market, the gap will widen between those with technology and those without; imposing a significant threat to under-skilled Indigenous people who will be excluded from new economic and employment opportunities (Greenall & Loizides, 2001; Miller, 2006)

Reaching Our Learners Mail Telephone Floatplanes and Airplanes Fax Video and DVDs

Existing Model Static Website Centra – synchronous online platform Textbooks and materials are mailed out to learners Courses: 1 to 2 hours long twice a week 6 – 12 weeks in length Assignments and homework are emailed or faxed All courses are free

Courses Teachers Assistant Career Training (TACT) First Nations Management Training Empowerment Through Learning – Math, Reading, Social Studies, Science and Writing English Upgrading Essential Skills for Heavy Equipment Operators

Learning from home communities

Pros of this model Live time Builds community Interactive Visual Recording and playback feature Learners learn from home community

Limitations of existing model for SHLC No tech staff on site with website design knowledge Materials for courses are on individual instructors’ computers Emailing websites and homework after each class can be tedious Some learners do not want email addresses $/course for instructor limits number of courses that can be run Learners are at various levels and have specific needs

Moodle and literacy in Ontario Alphaplus in Toronto, ON offered a course to literacy practitioners in Ontario Offered opportunity to develop and instruct entire courses on Moodle

SHLC and Moodle A five stage process

1 st stage Course Page Link to Centra Registration form

2 nd stage Used to hold information for GLA instructors Encourages instructor’s to get familiar with the platform Easy access to forms

3 rd stage Use for existing Centra courses

4 th stage Plato – asynchronous platform Existing pathways and material that is unable to be modified Does not have the capacity for community building or peer support Moodle can be used to support Plato: Additional activities A place for information to be posted Forums for interaction with others

5 th stage Develop entire moodle courses for learners This will allow us to: Offer independent learning for higher level learners Ability for courses to be available anytime Create our own content

Lessons learned Learners get comfortable with one way of learning Make the changes slowly Asynchronous learning takes more motivation from the learner With both platforms, a lot of support is needed by the instructor

Miigwech Linda Wright [email_address] 905 635 5839 www.siouxhudsonliteracy.com

INCORPORATING MOODLE INTO AN EXISTING MODEL FOR DISTANCE DELIVERY OF LITERACY TRAINING 2009

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INCORPORATING MOODLE INTO AN EXISTING MODEL FOR DISTANCE DELIVERY OF LITERACY TRAINING 2009

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