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Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty
ARTICLE

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CJLT Volume 40, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

There are multiple challenges to designing learning experiences for schools in remote communities, including technology and infrastructure limitations, high teacher and administrator turnover, and conflicting interests between local culture and school curricula. In this paper, we offer a brief history of educational initiatives in remote Arctic communities, focusing on: 1) the importance of traditional knowledge, 2) the role of Indigenous culture in school learning materials and activities, and 3) how and why technology might be used to enhance and preserve traditional knowledge, language, and culture. We share implementation examples of one design model, adventure learning, that has successfully engaged learners worldwide in remote and urban communities alike. We conclude by presenting design principles for engaging learners in remote communities through a focus on reflective presence, interaction, educator support, and simplicity of design. These principles are illustrated with a narrative centered on the design of a new online learning environment titled North of Sixty°.

Citation

Doering, A. & Henrickson, J. (2014). Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 40(3),. Canadian Network for Innovation in Education. Retrieved April 20, 2019 from .

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