Table of Contents:
1.Indigenous & relational learning
2. Learning Pods and the digital workbook
3. Challenges
This course structure intends to decenter the teacher to encourage a participative, self-directed, and collaborative approach to the co-construction of knowledge.
Introduction
In this online course structure students work in a small learning pods throughout the semester. Students spend their class time in zoom rooms with their pods, discussing the class materials and working through activities in an interactive digital workbook. This course structure was inspired by the curriculum design of Dr. Shelbi Nahwilet Meissner (Luiseño/Cupeño) and is based on Indigenous relational models of learning.
I taught two versions of this class; the content (Indigenous land defense movements) was nearly identical both times. The first version I taught at Georgetown University in spring 2022 for a class of 18 students (100% of students took it as an elective). The second version I taught at Cal Poly Humboldt in fall 2023 for a class of 44 students (86% took it as a requirement). A comparison of these two experiences revealed key elements of success for this course structure.
An Indigenous Relational Approach For Online Learning
Cinthya Ammerman Muñoz
An Indigenous Relational Approach For Online Learning
Learning pods
Digital Workbook
I created a workbook template with in Google Slides. Each pod gets their own workbook with weekly group activities and discussion questions that I created ahead of time. Each individual student also completes a weekly “reflection” slide. I comment on their work throughout the week.
Cinthya Ammerman Muñoz
Challenges
An Indigenous Relational Approach For Online Learning
Learning Curve
Learning curve for those who didn’t have previous experience with google slides or setting up zoom meetings.
Some pods required a lot of additional tech support from instructor.
Technology
Some students lacked access to reliable computers and internet service.
Resistance to Experimentation
A couple of students expressed discomfort with student-centered, self directed approach. One student was especially upset about not having a traditional lecture-style class.
Teamwork
Some students prefer to work individually or were hesitant to converse in groups. Attendance is important to the group work, and if one person was chronically absent, the whole pod suffered.
Class size
I was able to spend more time discussing with pods when the class was smaller.
In larger classes, the pods get too big and the amount of time I meet with each pod is limited.
Cinthya Ammerman Muñoz
An Indigenous Relational Approach For Online Learning
Conclusions
Based on course evaluations, most students enjoyed the learning pods. This approach was best received at GU, likely due to the smaller class size and the fact that all students took the course as an elective in contrast to CPH where most students took it as a requirement. �In conclusion, smaller class sizes, student attendance, intrinsic motivation, and access to reliable internet and technology are crucial to the effectiveness of this learning approach.
Cinthya Ammerman Muñoz
Course Evaluations