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New Zealand was one of my favourite places! It’s unique landscape so very different on the north and south Islands and the richness of the culture and the Indigenous people were only a few reasons why I had a hard time leaving and continuing on my tour to Australia. I never thought I would enjoy New Zealand as much as I did, originally it was only supposed to be a quick stop but as we met locals, including Maori’s, and started to find our way around I fell in love with New Zealand and wanted to stay.
Initially I enrolled in ETEC 521: Indigeneity, Technology, and Education because I had taken every other course offered during that term but after I read the course description and reflected on my heritage, I decided this course was definitely for me. As I have Manitoba Cree in my heritage I was intrigued and had to find out more! Consequently I’m so pleased that I took this course; I had no ideait would become one of my favourites! Dr. Michael Marker was an amazing professor who truly set the bar for online instructors. Dr. Marker’s passion for and knowledge of Indigenous peoples and their culture had me engaged on day 1. The readings were interesting and the research was purposeful and meaningful. Dr. Marker even posted a few of his articles for us to read (that were not part of the required course readings) and discuss as they supported the discussions we were having in the forums.
Further and more importantly, this course had an amazing community of practice (CoP). I was so proud to be part of such a dynamic CoP. According to the professor we were one of his brightest and most engaged CoP in a while and I think I would have to agree when I compare this CoP to many others I’ve been a part of in my other courses. As Driscoll (2005) would contend, we became a functioning productive CoP as we worked with knowledge building. I truly believe that learning is most effective when one engages with content multiple times and has the opportunity to collaborate, receive feedback and discuss possible connections to prior learning to later apply the new knowledge (Miller, 2002).
Artifact:
Auckland – Final Paper: Indigenous Identity – the Role of Elders
References
Driscoll. M.P. (2005). Psychology of Learning for Instruction (Ch5 Situated Cognition, Ch7 Interactional Theories of Cognitive Development & Ch 11 Constructivism) pp. 153-182; pp. 227-244; pp. 384-407. Toronto, ON:Pearson.
Miller, P. H. (2002). Theories of Developmental Psychology, 4th Ed. (pp. 367-396; Vygotsky’s Socio Cultural Approach). New York: Worth.
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