Designing for Learning Engagement in Remote Communities Worldwide
Aaron Doering, Jeni Henrickson, Charles Miller, University of Minnesota, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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 national curriculums. In this paper, we examine the history of educational initiatives in remote communities in the Arctic, focusing on: 1) the importance of traditional ecological knowledge, 2) the role of indigenous culture in the educational curriculum, and 3) how and why technology might be used to enhance and preserve 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, motivation, educator support, and simplicity of design. These principles are illustrated through a narrative centered on the design
Doering, A., Henrickson, J. & Miller, C. (2013). Designing for Learning Engagement in Remote Communities Worldwide. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1174-1183). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)