I-DIGEST framework: towards authentic learning for indigenous learners

Abstract

There is a distinct lack of authentic and relevant learning opportunities for Indigenous learners in formalized educational settings. This is due to multiple factors including the lack of incorporation of Indigenous knowledge into educational curriculum. A significant portion of Indigenous knowledge is in relation to the land and is experientially grounded. Therefore, any knowledge system used by Indigenous learners must take into account that learning is contextual to a place and should include a significant experiential learning component within the curriculum. Digital storytelling has emerged as a methodology for incorporating Indigenous knowledge into learning and with the literature identifying the lack of a formal curriculum design process, a framework is presented for incorporating digital storytelling into learning curriculum, allowing for authentic and relevant learning opportunities for Indigenous learners. To test the efficacy of our framework approach, prototype tools have been created to generate learning objects to be used in a case study course. Experts in the field of education and Indigenous knowledge were then asked to provide feedback on the efficacy of the framework. Strengths identified include the inclusion of knowledge holders and community members in the design process as well as providing a visual and oral alternative to the standard written method of expression. Weaknesses identified include possible lack of knowledge and support from educators as well as a lack of protocol to determining valid, relevant knowledge. Additional benefits identified include using this approach beyond the physical boundaries of a community, to allow, for remote community members to contribute to the knowledgebase.