Curriculum and Pedagogy

This curriculum and the pedagogy

The curriculum for this project illustrates how an ICT skills program can be delivered through project-centred learning to provide depth and breath of learning.

DLF knows that the well-used tutorial model for learning skills is boring and ineffective. Traditional programs usually focus on software menus and developing technical mastery of the software features.  It does not engage people and is impractical, especially for Indigenous young people who live in remote communities. People want to make great products, share their work and use their creativity to stretch what the software can do.

We also know that developing ICT skills out of context does not help people develop great products.  In real life, people use content knowledge (the subject matter of a story), design knowledge (how a story looks and is communicated) and software/technical skills to develop shareable stories.  We believe this holistic knowledge development is how people use ICT and so it makes sense to embed this understanding into training content and pedagogy.

The project exemplifies how Learning and Maker projects enable people to develop and demonstrate a range of learning goals in the context of everyday life in communities.  The approach encourages people to move from being users of technology to makers of technology products, services and projects.
We have written about our experiences in developing a maker curriculum in the past, when smart devices had not yet taken hold in Indigenous Communities and Internet and Wi-Fi were rare commodities.

Williams, M. (2009). An out-of-school experience. Quick Number 111. Winter. Pp 4-9.

Everything has changed now. Increasingly people own smart devices even if there is no mobile or Wi-Fi available. Wi-Fi access is growing and hopefully during this project the new Skymaster Satellite will provide Internet access to people across the deserts. This project will test our usual pedagogy on devices.

We think that the new tablet (new for people here) will be an intuitive way of using devices to make and share products. The simple interfaces work well. The simple help and single use apps should appeal. Being able to seamless share and store products should provide an authentic audience.  The technology enables us to explore group projects and projects where an online audience becomes a target,. Use of social media, developing Facebook pages for visitors to a community and adding to the cache holds on the longest Geocache Trail in the World, change the perspective of our training from private audiences to public audiences. It will be an interesting journey. We will share reflections of our success or otherwise , as our workshops progress.

 

The formal guidelines of the project.

From IRCA and NG Media

Principles of Training

The training design and delivery of the Program needs to recognise the following principles:

  • Cultural authority, self-determination and community involvement in decision making as critical elements to success;
  • Cultural protocols with regard to gendered social spaces through using a male and female trainer team;
  • Importance of peer learning through fostering of ‘train the trainer’ opportunities with local Indigenous trainers/ RIPIA site supervisors;
  • Importance of consistency in training delivery through use of a stable trainer team;
  • Importance of learning ready training linking training content to current learning needs, with opportunities also by linking to community activities and events;
  • Indigenous languages as first languages, and English written and spoken literacy as variable, with small learning groups to support proper development of understanding and skills.
  • Learning is best achieved through demonstration and practice, with learning as practical as possible.


Content Areas Targeted by Everyday Digital Skills

Under contractual arrangements, NG Media agreed to ensure the following skills were incorporated in the program.
1.    Basics of computers and smart technologies – screens, icons, navigation, file management, opening and closing software and apps, printing, scanning.
2.    Accessing the Internet – plans, prepaid, speeds, throttling, quotas.
3.    Using WiFi networks; setting up a pocket 3G hub.
4.    Online safety.
5.    Smart mobile technologies usage: using apps for online service access; accessing information, news, radio, screen content, music; email; social media; installing apps.
6.    Computer usage: email; using browsers for online services access, accessing information, news, radio, screen content, music; email; Skype/VoIP; social media.
7.    Multimedia: using smart technologies for image, video and music capture and editing.
8.    Ara Irititja Archival project: Navigating and searching the database; adding names or stories; contributing new assets.


The design of this curriculum assume that in order to use skills in context, participants need to develop and use subject matter or content knowledge, design knowledge and technical skills. Our Knowledge Skills Pyramid puts technical skills and knowledge in context to the whole curriculum.

 

We now describe the subject matter of this curriculum in these terms

 

Lists of projects are included on this web site and will be continuously updated as people design new ones with us. We will also share some sample products with permission.