Abstract
The nisotak project was developed in response to the need for the preservation of Indigenous languages and to support reconciliation amongst all peoples in Canada. In this paper, we discuss the technological aspects of the project as well as the less tangible decision-making that helped us to navigate software development in ways that support and honour Indigenous languages, Indigenous knowledge, and both Indigenous and non-Indigenous peoples. The key decisions that guided this project included considerations for privileging the target language(s), accommodating multiple dialects within the context, creating an easy-to-use and engaging interface for non-technical users, designing for easy transfer of ownership and management, choosing an appropriate license to ensure free access to the code, and adhering to First Nations principles of ownership, control, access, and possession of their own knowledge. During a small pilot study, students studying nêhiyawêwin (an Indigenous language in Canada) were asked to design their own mobile lessons for delivery on their smartphones. We first discuss the key decisions made during development. Second, we share the outcomes of a pilot study, the questions of which were based on the Frame Model (Koole, 2009) of mobile learning.
Presenters
Marguerite KooleAssociate Professor, Educational Technology and Design, Collge of Education, University of Saskatchewan, Saskatchewan, Canada Randy Morin
Assistant Professor, Depart of Indigenous Studies, University of Saskatchewan, Saskatchewan, Canada Julita Vassileva
University of Saskatchewan Kristine Dreaver Charles
Instructional Designer, Distance Education Unit, University of Saskatchewan, Saskatchewan, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Mobile learning, Indigenous language reclamation, Reconciliation, Usability
