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Weaving Native Culture into online courses. Dr. Lori A. Lambert Salish Kootenai Tribal College Flathead Indian Reservation, Pablo, Montana, USA. Salish Kootenai College Campus. Indian Reservations in the US. Founded in 1977 Land Grant Status in 1990 Member of AIHEC 33 Tribal Colleges

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Weaving native culture into online courses

Weaving Native Culture into online courses

Dr. Lori A. Lambert

Salish Kootenai Tribal CollegeFlathead Indian Reservation, Pablo, Montana, USA




Salish kootenai college

Founded in 1977

Land Grant Status in 1990

Member of AIHEC

33 Tribal Colleges

Fully Accredited by Northwest Association

Bachelor Degree granting institution

Member Sloan-C

Member AN-MSI

35+ faculty

26 teaching online

1200 on-campus students

700 have taken online courses

200 graduates every year

3 Online Bachelor Degrees

2 More online Bachelor Degrees under construction

Dist. Ed. Funded by W.K Kellogg Foundation, Alfred Sloan P. Foundation

Salish Kootenai College


Our elders
Our Elders….

  • Stress our tribal philosophy of helping and supporting one another

  • Want us to blend economics and technology with our cultural heritage…(Lydia Whirlwind Soldier)


Cultural values of american indians

Importance of Family

The Natural World

Spirituality

Cooperation

Patience

Careful Listening

Careful Observation

Veneration for Age

Holistic Approach to Health

Moderation in Speech

Importance of Bilingualism

View of Time

Cultural Pluralism

Self Discipline

Cultural Values of American Indians


Coming to knowing
Coming to Knowing

  • Knowledge as a process

    • Not a dead collection of facts

    • Knowledge is alive, has spirit, and dwells within specific places

  • Comes about through watching, signing songs, ceremonies, and through direct experience with the songs, ceremonies, the natural world, hunting, and daily life.


Stories of learning from chief plenty coups of the crows

Our teachers were grandfathers, uncles, grandmothers, aunties. All were quick to praise excellence without speaking a word that might break the spirit of the child who may be less capable than others. The one who failed got more lessons and more lessons. The child is anxious to please his elders.

Our teachers had to learn once too, and they knew how we felt.

They spoke to us as if we were warriors (peers/ adults).

We worked very hard; we never knew when we might be called on by our “teachers.”

Stories of Learning from Chief Plenty Coups of the Crows


Distance education and learning styles of american indians
Distance Education and Learning Styles of American Indians aunties. All were quick to praise excellence without speaking a word that might break the spirit of the child who may be less capable than others. The one who failed got more lessons and more lessons. The child is anxious to please his elders.

  • Group Learning (brought into College Community

  • Mentors: Teachers, student services

  • Visuals: Hands-on Demonstrations

  • Practice in Private: Course Room discussions/locked discussions

  • New Information based in stories, traditions, tribal culture, case studies (Constructivism)

  • New information relevant to my life as an Indian person in modern times


Theories of distance education for indian people the ways our ancestors did things

No Word for “Theory” in Native Languages aunties. All were quick to praise excellence without speaking a word that might break the spirit of the child who may be less capable than others. The one who failed got more lessons and more lessons. The child is anxious to please his elders.

Western Theory of Constructivism

Not a New Pursuit

Cave Paintings

Newspaper Rocks

Runners

Cultural Relevance

Group Learning

Community of Learners

Songs, stories, Traditional knowledge

Theories of Distance Education for Indian People: The Ways our Ancestors Did Things


Questions for course design
Questions for Course Design aunties. All were quick to praise excellence without speaking a word that might break the spirit of the child who may be less capable than others. The one who failed got more lessons and more lessons. The child is anxious to please his elders.

  • Does the program immediately capture attention?

  • Does the program answer students relevance: What is in it for me?

  • Are learning outcomes presented at the beginning of each lesson?

  • Are learning outcomes specific and measurable?

  • Is there an interesting variety of media?

  • Are there interactive activities beyond the assessment?

  • Is feedback from instructor immediate and specific?

  • Is learning based on previous knowledge and experiences?

  • Can the learning be applied to real situations?


Guidelines for incorporating native learning styles in instructional design
Guidelines for Incorporating Native Learning Styles in Instructional Design

  • Stories as part of content

  • Practicality (Makes meaning to me as an Indian person)

  • Caution (Practice first in Private; Apply learning to practice)

  • Friendliness of instructor

  • Experiential Learning

  • Incorporating Culture

  • Incorporating Art as assessment for knowing content


Ideas to implement native culture into courses
Ideas to Implement Native Culture into Courses Instructional Design

  • Tribal stories

    • Star Stories (astronomy/physics)

    • Creation Stories (religion/humanities)

  • Case studies involving tribal lands or treaties

  • Using the Tribe’s language (i.e. anatomy courses)

  • Current Events


Teaching american indian students

Recognize the uniqueness of each tribe and each individual Instructional Design

Learn the name of the tribe in the language of the People

Family is key to learning

People don’t leave their family at the door of the classroom

Whatever impacts the family impacts the student

Funerals, marriages, divorce, birth, visitors

Raise the Bar of Expectations

Many Native Scholars

Believe the student can do scholarly work and let them know you think she can

Teaching American Indian Students


Challenges to instructors and professors
Challenges to Instructors and Professors Instructional Design

  • Know what communities/ reservations your students are from

    • Learn about their culture and the culture of other tribes

  • Incorporate cultural content into each class

    • Find out from tribal elders and people who know

  • Don’t write them off because they are from a poor reservation

  • All the research states it is the relationship with the instructor that is key to retention


Hbcus

HBCUs Instructional Design


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