Digital citizenship: "What is one thing you can commit to doing this year to promote digital citizenship" - Richard Culatta

Inuinnait cultureThe Pitquhirnikkut Ilihautiniq (Kitikmeot Heritage Society) has many Inuinnait-specific resources on their website & YouTube channel. These include:Inuinnaujugut (We are Inuinnait) podcast. - 4 episodes: conversations with Inuinnait Elders about traditional life & expereinces in InuinnaqtunElder mini-documentaries - 5 episodes, created by youth of Cambridge Bay, highlighting Elders from our community. Inuinnait String Figures - 20 videos: showing tradtional string games from our region, many with in-picture instructionsAngulalik: Inuinnaq fur trader - an on-line educational experience created by Emily Angulalik, sharing about her father, Stephan Angulalik, who was a famous Inuinnaq fur trader. Emily has created 3 separate teaching modules from the same core resources for junior high, senior high and adult learners, Inuinnaqtun language resourcesInuinnaqtun 101 - 61 basic words & phrases: to help with conversational InuinnaqtunInuktut Tusaalanga - online Inuktut language learning lessons in all Nunavut dialects, including Inuinnaqtun. Inuinnaqtun to English Dictionary - Nunavut Arctic College (1996)Kangiryuarmiut Inuinnaqtun Uqauhiitaa Numiktitirutait Dictionary - Edited by Emily Kudlak & Richard Compton (2018)Videos that feature Inuinnait Elders working in education: NunavutEducation. (2013, November 4). Millie’s Dream: Revitalizing Inuinnaqtun [Video]. YouTube. https://www.youtube.com/watch?v=Ok8d1TeqWGMReelYouth. (2018, March 25). I am Hitkoak [Video]. YouTube. https://www.youtube.com/watch?v=TxmnBzUVStcInuit Tapiriit Kanatami. (2017, December 11). Iqaluktuuttiaq—Julia Hoagak Ogina [Video]. YouTube. https://www.youtube.com/watch?v=v6uZR00IimoMy work is based on the Inuit Qaujimajatuqangit values. I also feature awesome Inuinnait friends and former students in my work, including:Jana AngulalikAedan CoreyZoe Ohokannoakto highlight examples of young Inuinnait who are doing the daily work of reclaiming cultural traditons through Inuit tattooing and art of all kinds.

Institutional practices are sustainable when we use technology to help others learn institutional norms, or help create equity in our institutions. How to do researchCalabrese, D., Russell, E., Hoover, J., & Byrne, T. (2020). Academic Integrity Handbook. Kwantlen Polytechnic University, Adapted version Cape Breton University. https://caul-cbua.pressbooks.pub/acadintegritycbu/Gannett-Tripp Library. (2022, April 1). LibGuides: How to Do Research: A Step-By-Step Guide. https://libguides.elmira.edu/researchKeeping track of researchI recommend using a mix of: MyBib completely freeeasiest/most intuitive to useeasy search feature built-in to find book/journal article info onlinebrowser add-ons to log resources as you find themZotero paidless intuitive, but can do more/store more databetter for creating completely digital research libraries once you have found resources using other methodsbrowser add-ons to log resources as you find themI prefer MyBib to do my rough library building (in my initial resource-finding stages), and then export references from MyBib to Zotero when I want to add my own notes, or export bibliographies for "professional" projects, or for resources I want to keep in my "serious" digital research library. Hanratty, P. (2022). LibGuides: Citation Help: Home. Cape Breton University Library. https://libguides.cbu.ca/c.php?g=703087&p=4998151Paul V. Galvin Library. (2018, July 24). Learn how to use Zotero in 30 minutes [Video]. YouTube. https://www.youtube.com/watch?v=BQL_7C-YqBkMichael Sturgeon. (2019, September 6). Integrating MyBib, Zotero, and Word [Video]. YouTube. https://www.youtube.com/watch?v=MkbiNXow0T8Accessibility Recommendations documentCanva file with clickable links

https://guides.library.unlv.edu/c.php?g=604186&p=4187428this guide, by the Univeristy of Nevada Las Vegas is incredibleI think it would be a great thing for our library (or the JKC to pass along to students (or even have CBU students, faculty & staff use things like this as the basis for building their own resources

Based on a Living Schools Framework:Learn about Living Schools here. Living Schools Classroom planner. Personal health & wellness goal: It became clear during my first semester when I started asking colleagues how long certain kinds of tasks took them that I was taking between 2-4 times as long to do the same tasks. I have known all my life that I typically "get the gist" of complex ideas much faster than most people I know now that is because my IQ (as measured by a is quite high However, I have also always known I was much slower than my classmates at:feeling like I really understand a new concept making anything to demonstrate my knowledge to others. I know now that is because:I have significant processing delays (especially when compared to my IQ - it takes a significant amount of additional research and time for me to feel I truly "get" something - the surface level of understanding that most people seem comfortable with does not in any way feel adequate to me if I am trying to really learn something in a way that feels real to me) &I am Autistic, which means I need to translate my inherent/intuitive way of understanding for non-neurodivergent people (which is most people). However, my natural method of learning takes forever. Producing anything takes even longer, as the data from my timular tracker revealed:

Digital Education:Pinnguaq's Te(a)ch Program in NunavutInhabit Media Nunavut-created books & educational resources.

Cultural (or regional/community) citizenship idealsCultural (or regional/community) citizenship idealsIn Nunavut, our citizenship ideals are based on Inuit Qaujimajatuqangit. You can explore the resources below to learn more about Inuit Qaujimajatuqangit.Resources Government of Nunavut, Department of Culture & Heritage, Inuit Qaujimajatuqangit webpage:https://www.gov.nu.ca/culture-and-heritage/information/inuit-qaujimajatuqangit-katimajiitKaretak, J., Tester, F. J., & Tagalik, S. (2017). Inuit Qaujimajatuqangit what Inuit have always known to be true. Halifax Winnipeg Fernwood Publishing.Tagalik, S. (2012). Inuit Qaujimajatuqangit: The role of Indigenous knowledge in supporting wellness in Inuit communities in Nunavut . Retrieved from National Collaborating Centre for Indigenous Health Publications: https://www.ccnsa-nccah.ca/docs/health/FS-InuitQaujimajatuqangitWellnessNunavut-Tagalik-EN.pdf Inuit Qaujimajatuqangit YouTube playlist - I collected many of the videos that are found throughtout my work that have helped me learn more about Inuit Qaujimajatuqangit as a non-Inuit educator.

Inuinnaqtun language resourcesInuinnaqtun 101 - 61 basic words & phrases: to help with conversational InuinnaqtunInuktut Tusaalanga - online Inuktut language learning lessons in all Nunavut dialects, including Inuinnaqtun. Uqarluta/Let's Speak Inuinnaqtun - is a project of the Pitquhirnikkut Ilihautiniq / Kitikmeot Heritage Society. This project seeks to unite the ~600 Inuinnaqtun speakers from the 4 Inuinnait communites of Cambridge Bay, Kugluktuk, Gjoa Haven, Nunavut & Ulukhaktok, NWT in creating initiatives and programing to help revitalize the language. Inuinnaqtun to English Dictionary - Nunavut Arctic College (1996)Kangiryuarmiut Inuinnaqtun Uqauhiitaa Numiktitirutait Dictionary - Edited by Emily Kudlak & Richard Compton (2018)I use as much Inuinnaqtun as I can, although it can feel very intimidating, especially as a non-Inuk who has not grown up hearing the language, and who now lives in a community where most people do not speak Inuinnaqtun fluently; I don't hear a lot of Inuktut in my daily life, truthfully. Also, with only ~600 fluent speakers of Inuinaqtun (spread out over the four Inuinnait communities in our region), and an expectation of the language being lost within 2 generations, I feel very strongly that spots in the few language classes periodically offered in my community should be reserved for Inuit who want to strengthen their language skills. This means that the limited Inuinnaqtun/Inuktitut I know, I primarily learn from my friends, students and Elders through experience by spending time together and listening. I am most thankful to my dear friend Bev (whose first language is Inuktitut), who is the most patient and encouraging teacher when I am trying to learn pronunciations especially; she will even record herself saying things I struggle with so I can listen to the correct pronunciation repeatedly. I cherish her for never making fun of me and supporting my learning, even when it is slow. Some other things I do to try and hear/learn more Inuktut (even if it is Inuktitut and not Inuinnaqtun) are:listen to Inuktut music - I have created a YouTube playlist of some of my favourite songs to sharelisten to/watch IsumaTV's Inuinnaqtun content Watch shows like the CBC's Anaana's Tent & Igalaaq Watch content on the new Inuit TV channel

Inuit Qaujimajatuqangit Inuit Qaujimajatuqangit I created the Inuit Qaujimajatuqangit Rubric as a way to scaffold towards policy development that should connect the bedrock concepts of Inuit Qaujimajatuqangit with a chosen digital citizenship framework (we used Ribble's 9 elements in my program, so that's what I chose for this project). I started by writing my own personal definitions for each of the 8 Inuit Qaujimajatuqangit values in the rubric, and then filled in specific examples from my work in a couple of areas I wanted to focus on for this project. This is a concrete example of how I work to increase my understanding of Inuit Qaujimajatuqangit as part of my personal growth & assessment goals. Policy ConsiderationsMy amazing fellow Nunavummiut classmate, Ria Alley* was able to confirm that in Nunavut we are behind in that we do not have policies that promote meaningful digital citizensip as GN employees (which we as teachers are), or in our schools. I teach at the high school in Cambridge Bay & Ria teaches in an elementary school in Iqaluit, and her brilliant analysis of our current situation regarding digital citizenship policy in education in Nunavut can be found here:https://sites.google.com/view/ria-alley-ed-5131-project/home?authuser=0*Inuit Qaujimajatuqangit isn't just words on a paper...Quanaqutin to Ria for being so generous and not only sharing her work with me, but for also connecting with me when I was struggling personally on many fronts while also feeling so conflicted about how to do my graduate course work in ways that felt more appropriate, meaningful, trauma informed, inclusive and diverse to me. I didn't feel good about what I was making, or how I was being asked to try and learn & communcate. I knew II beleive it was only through getting to connect with Ria to talk about what I was experiencing as a Nunavummiut teacher and on-line asycnhronous learner that I was able to feel confident enough to really take a big leap and ask to be allowed to try something even more different for the course work for the winter semester of my MEd, and try to find a way to better center & celebrate Inuit societal values to the best of my ability. I am forever thankful for Ria, and how she shone such a bright light into my world practicing the Inuit Qaujimajatuqangit ReferencesRibble, M. (2017). Nine Elements. Digital Citizenship. http://www.digitalcitizenship.net/nine-elements.html 

Avatimik KamattiarniqAvatimik KamattiarniqWhat is your personal definition of avatimik kamattiarniq? For me, it's hard to separate the Inuit Qaujimajatuqangit value of avatimik kamattiarniq from the ideas of recirprocity, respect, & sustainability. For me, this signifies healthy relationships (on a very deep level). Resourceshttps://www.bethsampsoneducation.com/sustainabilityinnunavuthttps://youtube.com/playlist?list=PLd-0SIMkV3Mafd4QUiJthejeTMSh6iP7Ahttps://www.instagram.com/stories/highlights/17954657791448172/?hl=en

Qanaqtuurunnarniq What is your personal definition of qanaqtuurunnarniq ?

Inuuqatigiitsiarniq Inuuqatigiitsiarniq Centring Innuinait & Inuit knowledge/voices in my scholarship: As well as Indigenous methodologies and voices regarding respectful/meaningful researchAs well as: other Inuit, Indigenous, black, brown, queer, disabled, and female voices, including Elders and youth.In all of my work!

PilimmaksarniqThe dominant Western/mechanistic paradigm views learning (and assessment) as being individualistic and primarily text-based. Although our K-12 and university education systems (even in Nunavut!) are founded and operate on this paradigm, we must remember that this worldview is not universal, and could in fact be considered antithetical to many Indigenous worldviews of how knowledge and wisdom are gained. For example, one of the 6 Inuit Qaujimajatuqangit values Nunavut Elders shared is pilimmaksarniq; the concept that learning is not done in isolation from others, but that we learn and grow together through observation, mentorship, practice and sharing. Examples of pilimmaksarniq in action:1. Zoe's exhibit at the Winnipeg Art Galleryhttps://www.wag.ca/media/kakiniit-hivonighijotaa-inuit-embodied-practices-meanings-opens-at-wag-qaumajuq/#.YoX0HaR7Q84.link"KAKINIIT/HIVONIGHIJOTAA: Inuit Embodied Practices & Meanings is curated by Zoe Ohokannoak, Inuit Futures in Arts Leadership Illinniaqtuk/Student, with the mentorship of Jocelyn Piirainen, Associate Curator of Inuit Art at WAG-Qaumajuq. Both curators are from Iqaluktuuttiaq (Cambridge Bay), Nunavut."https://www.winnipegfreepress.com/arts-and-life/entertainment/arts/body-language-576419002.html2. Son of Raven Learning SeriesThis video learning series consists of the short film Son of Raven, which is meant to help "explore the principles of Mentor-Apprentice learning". This film was created from the perspective of a Mentorship-Apprentice Program (or MAP) for one-on-one language learning, but I find it a good visual & story-based introduction to the idea of pilimmaksarniq and Indigenous ways of learning more generally as well. The story is broken down into 5 scenes, with each scene in the shared playlist being followed by a "Principles of Learning" video, featuring by Hesquiaht scholar čuucqa Layla Rorick breaking down each scene to help us understand the important teachings shared. I was very fortunate to get to visit Zoe's co-curated exhibit in person and documented it in its entirety so that others in our community who were not able to physically go to Winnipeg could see it. You can view it at:https://www.instagram.com/arcticbsam/?hl=enUnder "Zoe's Exhibit" in my Highlights:

PijitsirniqPijitsirniqThe Arctic Rose Foundation was created by Susan Aglukark, and has run in my school for several years, providing both valuable leadership training for my students who have taken the Youth Leadership Development & Training to run the program, but also for our youth who attend the sessions. Susan's work was recognized on the national stage at the 2022 Juno Awards, where she was awarded the 2022 Humanitarian Award (presented by Music Canada). My allyship websiteCollecting all of Patti’s poems into a document for her to keep as part of my “interview” projectIn all 3 of my websites/all of my work, I have tried to write and present it such that it could be understood by people who learn more like I do, and more like those I teach and serveValuing communication & understanding of all above my grades/pressure to write or speak “formally” or “academically”  Accessibility Recommendations document I made to help others

Digital Citizenship Framework (Ribble's 9 Elements) Digital Citizenship Framework (Ribble's 9 Elements) For my Digital Citizenship, Global Community class, we used Mike Ribble's 9 elements (Ribble, 2015), as our foundation for understanding digital citizenship. You can read the most up-to-date 1-page summary of these concepts at:https://www.digitalcitizenship.net/nine-elements.htmlHighlights:  "Digital citizenship is the continuously developing norms of appropriate, responsible, and empowered technology use" (Ribble, 2017)Ribble (2017) views good digital citizenship to have 3 main goals:to help build positive digital experiences & spaces for allto understand that our digital actions affect people in a web of connection; how we behave digitally has consequences to othersto work for the common good - not just for personal gain Ribble's framework (2015), breaks the concept of digital citizenship down into 9 elements:1.   Digital Accessto technology, internet (including speed & data limits) & learning/training opportunities2.   Digital Commercebuying or selling anything electronically (& online banking)3.   Digital Communication & Collaboration how we exchange information & ideas online4.   Digital Etiquettethinking about how our words and behaviour online affect others5.   Digital Fluency (aka “digital literacy”)understanding how to use technology (technically, but also with discernment- including media literacy)6.   Digital Health & Wellnesscaring for our physical & mental health as we use technology (this includes setting personal boundaries on usage)7.   Digital Lawknowing, understanding, and respecting the laws (as expressed in rules and policies) that govern ownership, use & sharing of digital materials or technologies8.   Digital Rights & Responsibilitieswith digital freedom comes rights all users have, as well as responsibilities to protect the rights and safety of all users9.   Digital Privacy & Securitylearning how to take electronic precautions to keep your data, and the data of other users safe, maintaining privacyReferencesRibble, M. (2017). Nine Elements. Digital Citizenship. http://www.digitalcitizenship.net/nine-elements.htmlRibble, M. (2015). Digital citizenship in schools: Nine elements all students should know. International Society For Technology In Education.Personally, my positionality as a settler teacher in an Inuit community means that ethically, I feel the need to explore the concept of digital citizenship less from the global perspective, than to try and find connections to Inuit Qaujimajatuqangit, as I outlined from week 1: https://www.bethsampsoneducation.com/post/inuit-societal-values-in-a-digital-worldAdditional Resources: International Society For Technology In Educationhttps://www.iste.org/areas-of-focus/digital-citizenshipCommon Sense Education https://www.commonsense.org/education/digital-citizenshipLet's Talk Sciencehttps://letstalkscience.ca/educational-resources/backgrounders/digital-citizenship-ethics

REP FrameworkREP FrameworkFrom:Ribble, M. (2015). Digital citizenship in schools : nine elements all students should know. Eugene, Oregon International Society For Technology In Education.(p. 34)In week 10 of EDUC 5131 we jumped into content that might have seemed disconnected to our previous work, but I think it was meant to help us round out the very mechanistic, hard line thinking towards both teens and technology that dominated our earlier work (and most of the discussion postings on Moodle). We delved into the biology of brain development in adolescents, and how understanding it & connecting with young people can help us unlock the keys to neuroplasticity and staying innovative as we age:run time (13:53), but check out my favourite highlights:ReferencesDalai Lama Center for Peace and Education. (2014, May 13). Daniel Siegel—The Teenage Brain [Video]. YouTube. https://www.youtube.com/watch?v=TLULtUPyhogRibble, M. (2015). Digital citizenship in schools : nine elements all students should know. Eugene, Oregon International Society For Technology In Education.

Digital EtiquetteDigital Etiquettethinking about how our words and behaviour online affect othersGOAL: digital education must foster kindness, respect, and care for othersInuit Qaujimajatuqangit connections: tunnganarniq, inuuqatigiitsiarniq The Problem with Rigid "Etiquette" Rules, and the assumptions we make that can cause real exclusion and harm (especially for people who already have more barriers to success than average).https://www.bethsampsoneducation.com/post/autism-netiquette-and-social-normsI have several posts on my Autism, 2SLGBTQ+ and Decolonization Highlights on Instagram that address many more issues with "etiquette" and "professional" dress, speech, hairstyle and communication norms that disadvantage women of colour, and especially trans women of colour in ways we can measure in employment and health statistics.

Digital LawDigital Lawknowing, understanding, and respecting the laws (as expressed in rules and policies) that govern ownership, use & sharing of digital materials or technologiesGOAL: digital education must include ownership and copyright laws for digital materials and teach users how to protect their own digital materials, as well as respecting others’.Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, pilimmaksarniq ResourcesCreative Commons:https://creativecommons.org/about/cclicenses/ReferencesAbout CC Licenses. (n.d.). Creative Commons. Retrieved March 18, 2022, from https://creativecommons.org/about/cclicenses/University of Guelph Library [U of G Library]. (2018, September 21). What are Creative Commons Licenses? [Video]. YouTube. https://www.youtube.com/watch?v=srVPLrmlBJYI have included attribution to the original makers of all of the work I used in my scholarship across all 6 of the resources I created, in at least 1 of 3 ways:Using APA 7 referencing Purdue Writing Lab (2022). Reference List: Basic Rules // Purdue Writing Lab. Purdue Writing Lab. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.htmlBy embedding/hyperlinking directly to the original sourceCape Breton University Library LibGuides: Education- Writing & CitingBy tagging the original creator(s) when sharing on social media platforms, like: My program didn't teach us about the Creative Commons licensing process, but it is my intention to add Creative Commons licensing information to all of my original material as I work to complete my thesis.

Digital AccessDigital AccessLearners do not all have the same access to technology & the internet.ex: remote/rural Canadians often do not have the same reliable/fast/unlimited internet service most Canadians enjoy (despite paying more for service in remote/rural areas)ex: in most Canadian homes multiple devices can access the internet (computers, tablets, phones), but many low-income Canadians still rely on schools, libraries & other public sites to access computers (especially for things like word processing and printing)GOAL: digital education must ensure & support basic access requirements for all learners (at school/home)Inuit Qaujimajatuqangit connections: pijitsirniq, piliriqatigiingniq, qanaqtuurunnarniq, inuuqatigiitsiarniq I have chosen to focus not just on access to physical technology resources & services (our internet is very slow, outrageously expensive, data capped, and unreliable compared to Southern Canada), but more on the accessibility of my online learning/teaching from the perspectives of:disability (specific to my own particular developmental disability of Autism, but also more broadly for developmental disabilities as a whole:which also includes FASD (fetal alcohol spectrum disorder) - which so many Nunavummiut are affected by that the Piruqatigiit Resource Centre was established to provide "evidence-based, culturally guided education, support and programming for Nunavummiut with suspected and confirmed FASD and their families across the lifespan" how I can use technology in ways to create better universal design in online coursesas a student in the CBU MEd SCI program?in my own practice as an educator in Nunavut?in my "regular life" as a person who previously had very little online presence of any kind before engaging in this work?Thinking about this led me to create the 3 social media educational components to my work: Instagram highlights and guideYouTube playlists related to each area of my work Twitter posts

Digital Fluency - aka “digital literacy”Digital Fluency - aka “digital literacy”understanding how to use technology (with discernment, including media literacy)GOAL: digital education must teach technical skills and critical thinking together… (holistic, whole-person teaching)Inuit Qaujimajatuqangit connections: pilimmaksarniq, qanuqtuurunnarniq, piliriqatigiinniqAs Nunavummiut, we can find lots of activities and lessons created to help us explore technology and build our digital literacy that are made by and for Indigenous and rural users at: https://pinnguaq.com/In my work for this MEd SCI program I have learned how to use each of the following programs (all of which were new to me):Wix to build https://www.bethsampsoneducation.com/Flip as a space to make and exchange video-based discussion postingsOtter for automatic transcriptionMoodle as our CBU course platformCanva for making creative visualsGoogle suite (drive, sites, sheets, slides, forms etc) to collaborate and share easily with others, for free)Zotero for referencingMyBib for referencingAtlas.ti for data analysisMindomo for mind-mapping, generating written outlines, and creating this Digital Citizenship for Nunavummiut projectI have also used my conception of inunnguiniq (the making of a whole, healthy human), and iqqaqqaukkaringniq (deep thinking that leads to innovation)Tagalik, S. (2012). Inunnguiniq: Caring for Children the Inuit Way. Retrieved from National Collaborating Centre for Indigenous Health Publications: https://www.nccah-ccnsa.ca/docs/health/FS-InunnguiniqCaringInuitWay-Tagalik-EN.pdf 

Digital Communication & Collaboration Digital Communication & Collaboration how we exchange information & ideas onlineGOAL: digital education must help users design how they will share and express themselves (in ways that work for them), to foster greater understanding and connectionInuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, tunnganarniq, piliriqatigiingniq, aajiiqatigiinniq, qanaqtuurunnarniq Inuk filmmaker Alethea Arnaquq-Baril is a master of using film, media and other digital platforms like Instagram and Facebook to communicate Inuit perspectives on both historical and current issues affecting Inuit. In her documentary Angry Inuk, you can also see how Alethea and other Inuit used social media to start the #sealfie social media campaign, and learn more about why in Nunavut, we all proudly #eatsealwearseal.Film: Angry Inuk (run time 44:18)Question & Answer: Alethea answers audience questions after a screening of Angry Inuk in 2016I did 4 group projects in my course work for my MEd SCI program. Each project was a positive and valuable learning experience for me, and I am thankful I had the oppotunity to work with each of my teammates on each project; what a kind, intelligent and fun bunch of humans we have in this program! :)You can find each of the 4 projects below, shared in the chronological order they were completed:Collaborative profile of the curriculum theorist, Paulo Freire for EDUC 6104Collaborative unit project, There is One Ocean: Diving in and Swimming with Systems Thinking, for EDUC 6101Collaborative unit project, Food Through an Ecocentric Lens, for EDUC 6104Collaborative interview project, What Counts as Research? A Post-qualitative approach to interviewing for academic research, for EDUC 6115with the companion blog post at: https://www.bethsampsoneducation.com/post/paddling-into-research-with-dr-liz-campbell2 of the above projects were completed with each group member working more independently, and 2 were completed working more using the Inuit Qaujimajatuqangit values of piliriqatigiingniq, aajiiqatigiinniq, and qanaqtuurunnarniq. Question"Which 2 of the 4 projects above feel more rooted in the Inuit Qaujimajatuqangit values to you?" from this general question, many projects could be completed to address a myriad of outcomes across many subjects: learners could make a video to start an online discussion on Flip, which was part of what I explored for several of my weekly discussion postings (scan QR below or click this link to see several I made as part of this work:learners could create a digital poster or animation that explains their choices in Canva, etc.learners could prepare points for a roundtable discussion where the group will try to come to consensus on one answer, using aajiiqatigiingniq.

Digital CommerceDigital Commercebuying or selling anything electronically (& online banking)GOAL: digital education must prepare students to market, buy & sell onlineInuit Qaujimajatuqangit connections: pilimmaksarniq, qanaqtuurunnarniq, piliriqatigiinniq, avatimik kamattiarniq ( think: sustainable, relational values vs. extractive, exploitative values)In Nunavut, many of our community members are makers who sell the things they make online (mostly through community sell/swap pages on Facebook, or via Instagram posts/stories)*.Typically, you pay in cash, or with an EMT (electronic money transfer) if you both use online or mobile bankingCommon things sold this way: sewing, baking, food, carving, crafts, household items, and services (babysitting, cleaning, transportation, etc.)Nunavummiut examples: Beadwork by JJ, Nukariit Creations, Rolling Stone Beads, Damien Iqualluk, Kalikuq Girl Several of my former students and friends are even business owners or creative professionals that have their own websites/shop links where you can check out their work, or buy from them online securely.Nunavummiut examples: Victoria's Arctic Fashion, Uasau Soap, Kaapittiaq*Social media is also widely used to donate and share items like clothing, food and household necessities, and to raise funds for community members in need. My "makers" highlight reel on Instagram was created to share examples of Nunavummiut and others who use digital platforms to sell their art, sewing, jewelry or skills in ways that feel sustainable, while also sharing things I find help me learn more about Inuit Qaujimajatuqangit (or other things that are important to me). ^The accounts I share above, and at: https://www.bethsampsoneducation.com/sustainabilityinnunavut are all people who do work I admire or own/use myself! :)

Digital Privacy & SecurityDigital Privacy & Securitylearning how to take electronic precautions to keep your data, and the data of other users safe, maintaining privacyGOAL: digital education must include instruction on how to protect electronic data, including: firewalls, making backups & identifying secure websitesInuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, piliriqatigiingniq https://staysafeonline.org/resources/online-safety-basics/https://www.mozilla.org/en-US/firefox/family/A cool resource made to help parents/guardians explore online safety together, with resources, including a family contract. I don't have kids, but I use Firefox as my preferred secondary browser on my laptop, and when a link to this resource popped up after a browser update I was really impressed with it!ReferencesRibble, Mike. Digital Citizenship in Schools (p. 37). International Society for Technology in Education. Kindle Edition. 

Digital Rights & ResponsibilitiesDigital Rights & Responsibilitieswith digital freedom comes rights all users have, as well as responsibilities to protect the rights and safety of all users. GOAL: digital education must include a sense of responsible usage, based on concepts of reciprocity, inuuqatigiitsiarniq, and avatimik kamattiarniq  Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, pilliriqatigiinniq, avatimik kamattiarniqInuit Qaujimajatuqangit valuesFirst Nations 4 R's/ 5 R's

Explore New Tech & Online CommunitiesExplore New Tech & Online CommunitiesAs Nunavummiut, we can find lots of activities and lessons created to help us explore technology and behave as good digital citizens that are made by and for Indigenous and rural users at: https://pinnguaq.com/In my work for this MEd SCI program I have learned how to use each of the following programs (all of which were new to me):Wix to build https://www.bethsampsoneducation.com/Flip as a space to make and exchange video-based discussion postingsOtter for automatic transcriptionMoodle as our CBU course platformCanva for making creative visualsGoogle suite (drive, forms, sheets, slides, etc) to collaborate and share easily with others, for free)Zotero for referencingMyBib for referencingAtlas.ti for data analysisMindomo for mindmapping, generating written outlines, and creating this Digital Citizenship for Nunavummiut projectNew community engagement:Autism/disability community onlineDisability support servicesat CBU (Cape Breton University)at the NTA (Nunavut Teacher's Association)in the GN (Government of Nunavut)in Nunavut (in my community)2SLGBTQ+ educational framework for Nunavut

For this project I created new educational resources using:Insta highlights and guidescurated collections created to highlight and amplify amazing work happening by people I respect & have learned a lot from on the following topics, using "Highlights"I also created a learning guide on accessability & universal designYouTube playlists Twitter (resurrection)Other technology I was already familiar with that I learned to use in new ways to create parts of my work:Bitmojis I started sending voice memos to my friends instead of typing (for texts, and on Insta & Messenger)Camtasia - to film myself)Screen recordings on iPhone/iPadiPad (for taking notes/marking up pdf documents of papers I was reading)Syncing services (iCloud, Chrome, Google drive - to access my work from multiple devices)Zoom/Messenger - for collaboration/document sharing

Inuit educator-turned-businesswoman Rhoda Cunningham studied how four Inuit female business owners in Iqaluit used Inuit Qaujimajatuqangit principles in their private business practices as part of her MEd project in 2013. Read her research report: Inuit Qaujimajatuqangit practices in entrepreneurship KapaatiaqReferencesCunningham, R. (2013). Inuit Qaujimajatuqangit practices in entrepreneurship. University of Prince Edward Island. https://www.islandscholar.ca/islandora/object/ir:10605Supporting Nunavummiut Entrepreneurs

https://www.bethsampsoneducation.com/post/put-up-or-shut-up-make-all-the-things^on getting participatory -dipping my toe in

CreativityCreativityWhen I think of creativity, I intuitively think about art. Things like:Music: throat singing, Nunavut artists, Snotty Nose Rez Kids*** (snotty nose lyric analysis sustainability lesson with "Savages" -my fav, "Northern Lights" - cause Northern & the drop & lyrical density, "Rebirth" cause it has Tanya & throat singing <3), Buffy Sainte-Marie ("You Got To Run (Spirit Of The Wind)" Tanya Tagaq storytelling: dance: Kyky & Puglik & Julia's group, komak_komak from Rankin, Notorious Cree (***Make a dance highlights reel or playlist? Movie?)visual art in physical media like:clothing: Nukariit, Kalikuk girl, VAF, qallut's...tattoo: Aedan, Jana, Hovak...beading: Taylor, anoupik, porcupine kunnik, rollingstonebeads...carving: Damien, Jorgen, dorset...Television: reservation dogs, she's gotta have it, Film: slash back, prey, attinarjuuat, new anikated one (eee look up the name ;)painting: zozo's murals, the kid's art on the school walls <3, the murals in the foyer & the heritage centre (collabs), miguel's (how to do art as a settler in the Arctic without appropriation)^^^****fill in links to examples of all of these ResourcesFlip (formerly Flipgrid) is a free platform meant to facilitate meaningful online discussion and sharing in video format. It was recommended to me by my classmate Sam, who used it to film their first blog assignment for our EDUC 5131 course. I was immediately drawn to it because...For me, a HUGE issue with these online, asynchronous courses was that 100% of my interaction with my professors/peers for some courses was designed to be:done via the written word only entirely individualistic (zero group meeting times & no group work assigned)performative/shallow "engagement"/"participation" (write an x-hundred word posting on the same material we all engaged with, then comment on other's postings)I posted many video responses to my weekly MEd SCI work on Flip here (or scan the QR code below)Join Code: eab125c6Canva Pro is the subscription I initially purchased for its ability for me to collaborate with my school colleagues, assistant who helps me organize my work, as well as a couple of collaborators/friends I do a lot of creative work with.Canva for education gives you and your students access to powerful design and teaching tools FOR FREE!including the power to collaborate on creative projectseasy to share anything made in Canva to other platforms as well

This is a framework for understanding The following rubrics Digital Citizenship 9 Elements Progression Chartfrom Ribble website

timular dataconnections to autism/disabilityaccessibility

AutismAutismAutism Spectrum Disorder (ASD, or Autism), is a neurodevelopmental disability. Fetal Alcohol Spectrum Disorder (FASD) is also a neurodevelopmental disability present in higher suspected rates in Nunavut, which are predicted to increase as we increase diagnostic testing of children and adults in the territory (Nunavummi Disabilities Makinnasuaqtiit Society, 2020).neuro (brain) + developmental (rate of maturity/progression) + disabiltiy (something that puts one at a significant disadvantage in terms of physical or mental health, or functional ability, compared to an average person)References Nunavummi Disabilities Makinnasuaqtiit Society. (2020, September 30). Definition of Disability. Nuability. https://nuability.ca/definition-of-disability/ResourcesOn AutismSerena, an Inuk woman, speaking on the lack of services in Nunavut available to support her Autistic son, and why she fears that means they will never get to live on her ancestral lands. https://aidecanada.ca/learn/family-support/serena-s-story-isolation-dedication-holding-identityhttps://www.canada.ca/en/public-health/services/diseases/autism-spectrum-disorder-asd.htmlhttps://www.canada.ca/en/public-health/services/publications/diseases-conditions/infographic-autism-spectrum-disorder-highlights-canadian-survey-disability.htmlOn FASDPiruqatigiit Resource Centre for Nunavummiut with suspected or confirmed FASDhttps://www.cbc.ca/news/canada/north/fasd-nunavut-1.6582522https://www.gov.nu.ca/health/news/international-fasd-awareness-day-2I compiled many of the sources found throughout my work with additional sources that have been integral to my learning into an educational Autism YouTube playlist I created the website https://www.awesomelyautisticallyship.ca/ as my Genius Hour project for EDUC 6103to expand on the questions and comments I got most frequently about my work from the first semester, which was contained in the original iteration of https://www.bethsampsoneducation.com/On my Allyship website, I created the page: https://www.awesomelyautisticallyship.ca/learningiscool/autism-disability-mental-healthAs part of that page I created 2 resources meant to share things that have helped me as an Autistic teacher & student. They can be found at the bottom of the page, as such:1 is entirely visual and contains clickable links with no explanation about why I like or use those apps. The second is a written list of accessiblity recommendations, with rationelle and detailed written information included. This stark contrast between presentation formats for similar information is intentional; throughout my work I wanted to explore different methods of communicating similar information, in an attempt to create different access points through differentiation, but also to create opporrtunities for comparison and exploration:What are the pros and cons of each style of communication? Which do you prefer? Why?Which is more useful? Why?Which takes more skill to create? Why?

Nunavut disability society

Explore/Advocate for needs... as a teacherExplore/Advocate for needs... as a teacherWith my kids, I see a huge need for student-driven, experience-based classrooms.Student-driven classrooms:Read this short article & think about how you could take the same math lesson described in each of the 2 different classrooms (the first, teacher-centered class versus the second student-centered class), and describe that you think each of these lessons might looks like in an online learning situation. Start general. Then try getting specific. Choose any specific curriculum outcome from any course, and fully develop what you think each kind of lesson might look like in each kind of classroom. You will create:A teacher-centered, online learning experience (lesson)A student-centered, online learning experience (lesson)Example:If you need help imagining what this might look like, I have included an example of a teacher-centered online learning experience I created for my Math 20-1 class, on radical equations. Challenge to Math 20-1 students & teachers:Create a student-centered online learning experience for the same outcomes on radical equations. Link to it in the comment section!Reference:Plotinsky, M. (2022, June 13). Creating a Classroom That Is Student, not Teacher, Driven: An Excerpt from ‘Teach More, Hover Less.’ Edutopia, George Lucas Educational Foundation. https://www.edutopia.org/article/creating-classroom-student-not-teacher-driventeacher-centered online learning experience I created for my Math 20-1 class

link to:each semester super project proposalemails to Diane, as well as blog postsemail to disability research Mattemail with Jacqueline

I try to share positive, uplifting things about the communities I am a part of or care about, becuase I feel that too often when outgroup members "study" and/or report on marginalized communities, they often do so from a deficit lens. The queer community is vibrant, joyful, resilient, accepting, fun and action oriented! However, the reason I make 2SLGBTQ+ education an integral, non-negotiable part of everything I do as an educator is because I have lost queer kids I loved to suicide. If you know the pain of that kind of loss yourself, I send you love and biggest hugs as you work to heal; the path is not easy, but we walk it together. On my "academic" website I focused on the experiences of being 2SLGBTQ+ in Nunavut specifically, with work my students and I have been doing together for over a decade in our school. On my allyship website, I provided more general information on 2SLGBTQ+ history, terminology and issues.I created an educational YouTube playlist for 2SLGBTQ+ content I have used in my own teaching and learningI created a 2SLGBTQ+ highlight collection on my Instagram to share resources and news relevant to the queer community (and allies!)

Examples from my own work:The Autism, Disability & Mental Health page of my Allyship website has 3 separate sections:"For Autistics, by Autistics" "Beth Recommends" "Allies in Action"to be clear about what resources are created by First Voice, & which are notI also included a "criticisms of this work" section for non-First Voice sources that might be contentious in my Autistic community, but that I personally find helpful

Listen & Diversify your spacesListen & Diversify your spacesA lack of diversity in technology can be seen in the concept of "coded bias":ReferencesPBS. (2021, February 27). Coded Bias - Official Trailer | Independent Lens [Video]. YouTube. https://www.youtube.com/watch?v=S0aw9nhIvCgTED. (2017, March 29). How I’m fighting bias in algorithms | Joy Buolamwini [Video]. YouTube. https://www.youtube.com/watch?v=UG_X_7g63rYHow I practice this in my own work:I put a tremendous amount of effort into ensuring that all resources I use & reference are from diverse experts & voices (even if they are not recognized as "experts" in academia). This should be evident across all 3 of the websites I've created for this work:https://www.bethsampsoneducation.comhttps://www.digitallynunavuted.cahttps://www.awesomelyautisticallyship.caI have also created curated collections of diverse creators and educators that I learn a lot from, and consider to be great digital educators.These can be found on:my instagram highlights & guidesmy YouTube playlistsmy twitter feed

Jameela is great at thisPam & PJ are amazing at this!

Check Yourself FirstCheck Yourself FirstI am a white woman. We are known for being sometimes problematic and blind to the experiences of others in ways that can be very harmful. So much so that there is a whole "Karen" meme about white women calling the police on law-abiding Black people just living their lives in public. In the parlance of our times... we need to check ourselves before we wreck ourselves. While many of the Karen memes are funny, and humour can be an excellent tool to diffuse the tension of hard conversations of any kind, there is no avoiding hard feelings of guilt, sadness, shame, confusion, disbelief, frustration and even anger that can develop if we can't learn how to talk about uncomfortable things in healthier ways. Two researchers/educators who have taught me so much about what online, asynchronous "teaching" can look like when it comes from an ethos of love, connection, research data and praxis:Brené Brown, on the necessity of vulnerability to connection and learningIbram X. Kendi, on how move past the racist/not-racist binary, to a place where we can work to dismantle racist systems together. Examples of accountability I greatly admire*Snotty nose rez kids re: lyrics that caused harm to community members https://www.facebook.com/snottynoserezkids/posts/yowtch-to-our-minay-family-this-open-letter-is-coming-from-snotty-nose-rez-kids-/2366664206713568/*I share these not to shame the people who made these "mistakes", but to highlight those who show themselves grace as they work hard to take responsibility & make things right in their relationships in ways that have helped me grow. I am thankful for their examples. ReferencesLang, C. (2020, June 25). How the Karen Meme Confronts History of White Womanhood. Time. https://time.com/5857023/karen-meme-history-meaning/SLAP BANG. (2019, November 13). Entitled White Women’s Tears [Video]. YouTube. https://www.youtube.com/watch?v=_uCvOkro9iMTED. (2020, June 17). The difference between being “not racist” and antiracist, Ibram X. Kendi [Video]. YouTube. https://www.youtube.com/watch?v=KCxbl5QgFZw

Praxis (take action)Praxis (take action)Praxis is a concept from curriculum theorist, Paulo Freire. To me, it means that research/study must be followed by action/experience in order for learning to occur. Only in this way can learning remain meaningful and be used as a tool of liberation. I created the website https://www.awesomelyautisticallyship.ca/ as my Genius Hour project for EDUC 6103to expand on the questions and comments I got most frequently about my work from the first semester, which was contained in the original iteration of https://www.bethsampsoneducation.com/For EDUC we were assigned a deep learning project on the topic of food. I had already completed 2 projects where I did a deep dive on food in the first semester, so I asked Carolin (our professor) if I could include those materials in my final project in my own way, but instead do my deep learning project on another topic. She agreed, & I created the following page, sharing my detailed recommendations on resources that have helped me to understand Autism, created either by Autistics themselves, or by allies: https://www.awesomelyautisticallyship.ca/learningiscool/autism-disability-mental-healthIncluded in the page are 2 resources I created myself to share things that help me as an Autistic teacher