Decolonizing cyberspace: Online support for the Nunavut MEd
Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a large exten...
| Published in: | The International Review of Research in Open and Distributed Learning |
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| Main Authors: | , |
| Format: | Article in Journal/Newspaper |
| Language: | unknown |
| Published: |
Athabasca University Press
2011
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.19173/irrodl.v12i4.848 http://www.irrodl.org/index.php/irrodl/article/viewFile/848/1798 http://www.irrodl.org/index.php/irrodl/article/viewFile/848/1837 http://www.irrodl.org/index.php/irrodl/article/viewFile/848/1804 http://www.irrodl.org/index.php/irrodl/article/viewFile/848/1811 |
| Summary: | Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a large extent in short, intensive, face-to-face courses, the program also made extensive use of online supports. This paper outlines the design challenges – geographical, technological, pedagogical, and cultural – that faced the development and delivery of the online portion of the program. It highlights the intersection of the design decisions with the decolonizing principles that framed the program as a whole, the various and varying roles played by the online environment over the course of the program, and the program’s contribution to student success. |
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