Open Pedagogy Activity

The intended outcome of this post is to create a draft plan for an open pedagogy that would be appropriate for my subject area. With a focus on Indigenization, decolonization, and (re)conciliation (IDR), there seems to be a wealth of opportunity. Having grown my understanding of open pedagogy and working to build connections to IDR, I am choosing to focus on Indigenization. A key reason for this decision can be found in the attributes attached to the definition of Indigenization. “Indigenization is about incorporating Indigenous worldviews, knowledge and perspectives into the education system, right from primary grades to universities.​” (Joseph, 2020). Open pedagogy is the vessel that will allow for existing materials to be enhanced with Indigenous ways of knowing, being, and doing.

Intended Outcome(s)

1. After completing the activity, learners should be able to identify Indigenous knowledge about instruction and assessment in higher education.
2. After completing the activity, learners should be able to demonstrate how Indigenous ways of knowing, being, and doing can enhance western pedagogy.

Activity Choice

1. The learners will engage podcasting for the purpose of sharing Indigenous ways of knowing, being, and doing with multiple audiences. Learners will work with elders and knowledge holders who can share perspectives connecting instruction and assessment. A variety of nations will be represented and learners will choose whom they want to work with and follow proper protocols for acquiring the gift of knowledge.

Prior Knowledge

1. Learners need to have a base understanding of protocols regarding building relationship and asking for support from elders and knowledge holders. 
2. Learners should be aware of protocols in place for permissions to record and share voice of elders and knowledge holders. Learners must be prepared to accept hearing “no” when asking for permission to record. 
3. Learners must have baseline knowledge of recording platforms. This will be beneficial when working with elders and knowledge holders as some may not have the skills to provide support to learners.

Intended Audience

1. Learners would be advantaged to determine if the podcast will be general for a wide variety of higher education listeners or narrow in scope and target a specific college or department.
2. Predetermining this focus will also support the choice of elder or knowledge holder to be interviewed. If the focus is specific in nature, learners can seek out support from someone with a history in the field of study. 
3. Learners must have understanding of podcast publishing platforms. Knowing where and how to publish a podcast will prove beneficial when time comes to share information with the broader audience.

Outcome Assessment

1. Creating a rubric to assess if learners have met intended outcomes would follow Indigenous assessment philosophy and provide learners with an understanding of pathways.
2. This would also provide and opportunity to engage in self-assessment with learners to have them reflect on the process and determine personal levels of outcome completion.

Bridges and Barriers

1. Learners may need support from educator in accessing elders and knowledge holders. Educator could work to find names of elders and knowledge holders willing to take part and build relationships with learners.
2. Learners and educators will need to exhibit flexibility when planning and preparing for the podcast. At times, elders and knowledge holders can be called upon to support many people and organizations. This must be respected by learners and educators.
3. Learners must understand that protocols are necessary to follow when working with elders and knowledge holders and any cost associated with asking for support must be borne by the learner.

Other Items for Consideration

1. Learners will have the opportunity to connect their learning and topics in the podcast to USask’s ohpahotân | oohpaahotaan Indigenous Strategy in support of IDR. This will require understanding of the strategy by the educator and learner. 
2. Connecting to current events is possible given the focus on IDR and the reality that faces Indigenous people. Discussions could include, but is not limited to, environmental teachings, land connections, access to clean drinking water, or use of story in instruction.
3. When designed constructively, the podcast could be a discussion between the younger generation and older generation. This will model the passing of knowledge from one generation to another. 

Respectfully, these are my thoughts.

Joseph, B. (2020, February 24). A brief definition of decolonization and Indigenization. Indigenous Corporate Training Inc. Retrieved January 4, 2023, from https://www.ictinc.ca/blog/a-brief-definition-of-decolonization-and-indigenization ​