Assignment 2: Group YESNet

Agnieszka Weinar, Galina Culpechina, Tracey Stevens, Samantha Zimmer

ETEC 565A - Learning Technologies: Selection, Design and Application

University of British Columbia

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Contents
Précis .......................................................................................................................................................................... 3
Access .................................................................................................................................................................... 3
Readiness .............................................................................................................................................................. 4
Culturally Responsive Instruction Delivery ............................................................................................... 6
Our Vision for Blended Learning for First Nations Educational Needs ................................................. 7
LMS Evaluation Rubric ........................................................................................................................................ 7
Personal Reflection.............................................................................................................................................. 16

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 YESNet

Précis

Yukon Education Student Network (YESNet http://www.yesnet.yk.ca/ ) and Yukon First

Nations Programs & Partnerships Unit of the Yukon’s Ministry of Education plan to further

develop the digital learning capabilities across the Territory, focusing on First Nations educational

needs. Their goal is to explore potential advantages and disadvantages of the blended instruction

model for the improvement of educational results in remote aboriginal communities. To achieve

this goal, the partnership needs to introduce a Learning Management System (LMS) that could be

successfully used in this context.

YESNet secured funding for the project from the Yukon’s Ministry of Education (200,000

CAD). They will seek to develop four blended secondary courses that would be offered as a pilot

program in The Na Cho Nyak Dun First Nation secondary school in the academic year 2018-2019.

The pilot courses will fall into four subject areas: English, Maths, Science and Aboriginal Culture

for grades 6-9.

A choice of an LMS platform for a blended course for aboriginal secondary school children

in Yukon requires serious consideration of the following: access, defined as bandwidth and

reliability of internet access in these territories; readiness of institutions, teachers and students to

participate in e-learning; culturally responsive instruction delivery, understood here mainly as the

form of instruction (not content).

Access

Overall in Canada, the remote aboriginal communities trail behind the urban populations

regarding connectivity and access to high-speed internet. In 2014, Nordicity issued a report that

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analyzed the access to broadband in the Arctic. At the time, the Yukon had access to the broadband

of an average of 2.6 Mbps per household (Nordicity, 2014). It is also important to say that in

Yukon, internet connectivity is assured by cable in almost all communities except one (O’Donnell

et al. 2016). All in all, Yukon is a relatively well connected jurisdiction in Canada, even in regards

to its remote territories. The territory of the Na Cho Nyak Dun First Nation is a typical example of

the connectivity issues: 3G is accessible only at school and local community center, but in other

areas it is unstable.

An additional issue to be considered is compatibility with the existing systems. Yukon

schools have full freedom as regards the school management systems so the Na Cho Nyak Dun

school will implement the FEDENA system this year.

Readiness

In regards to institutions, Yukon Ministry of Education has been supportive of the YESNet

initiatives, which includes the Digital Literacy framework for the territory

(http://digitalliteracyyukon.weebly.com). Digital literacy guidelines for each school level (K-2, 3-

5, 6-9, 10-12) have been accepted and acknowledged in the Yukon Education's Strategic Plan for

2014-2019. Still, Yukon does not currently have a province-wide e-learning initiative for the First

Nation’s like the Manitoba WAPASKWA VIRTUAL COLLEGIATE (https://wapaskwa.ca/). It is

understood however that the blended courses will be developed, tested and then made available in

a province-wide repository.

The main obstacle to the full development of e-learning tools across the territory and

especially in the First Nations' areas is low-level of professional development offered to teachers.

The lack of well-prepared and technically-proficient teachers is a major issue alongside

connectivity problems (O’Donnell et al. 2016; Voyageur 2007). The findings of Greenall (2005)

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revealed that the presence of skilled mentors/teachers on the site of e-learning projects improved

the students’ learning experience and learning outcomes. Also, Sharpe et al. (2011) found that the

blended model is an ideal solution to support student’s motivation, but cannot be established in

very remote communities because of inexistent infrastructure. Therefore, the pilot project focuses

on a blended model which will allow for the on-site support of qualified teachers. The teachers

will have access to educational training and technology support during the pilot program. The

previous experiences reported in Sharpe et al. (2011) underline that the most effective teachers’

support in aboriginal communities comes with face-to-face support delivered by itinerant

educational technology experts on regular (e.g. monthly) basis.

According to different sources, despite connectivity issues, internet-based media are

popular among indigenous people living in remote locations. E.g. Facebook has a penetration rate

of ca 60% (O’Donnell et al. 2016). According to researchers, social media play an important role

in Indigenous communities because they respond to their cultural values of rich familial, tribal,

band, and community links. Their role is also reinforced by the traditional child education that was

based on role-modelling through stories and games (Klinck et al. 2005; Iseke-Barnes and Danard

2007). It can thus be said that social media and using the internet to foster one’s education using

interactive tools is not something that indigenous students would feel at odds with.

In this pilot project, the student body has several characteristics: they are secondary school

students so. Presumably, they cannot be defined as independent learners. The students in K6-9 also

have varied previous exposure to social media and internet-based services: 50% are proficient

users, 40% semi-proficient users and 10% occasional users. All of them had a computer training

in primary school, yet only 20% is proficient as regards all computer-based activities (besides the

social media), such as MS Office suite. Importantly, 45% had some previous experience with

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distance education two years ago when the school piloted a distance education course for one class

(7 and 8 grades) through a Partnership program of the Cradlebox Teaching Project. That course

was offered in Paper + DVD version. It is thus important that the pilot project include an orientation

module for students on the LMS and other tools to be used.

Culturally Responsive Instruction Delivery

Greenall and Loizedes (2001) have found that e-learning technology can bring the

following five benefits to indigenous communities: 1) attraction and retention of students;

2) enhancement of learning, knowledge and personal development; 3) contribution to self-

sufficiency; 4) protection and preservation of culture and heritage; 5) community economic

opportunity (Greenall and Loizides 2001, p.22).

The inevitable dissonance between Anglo-Saxon cultural foundation of e-learning and

indigenous cultures has to be taken into consideration when designing e-learning spaces for

aboriginal children. The most important differences between the Anglo-Saxon style of learning

and aboriginal cultural styles of learning relate to the value placed in communication (Aylward

2012; Geisen 2012; Reeder et al. 2004). Reeder et al. (2004) underline the tradition of reluctance

to public communication (with strangers), reservation in language use, as well as a different

understanding of hierarchy when communicating.

According to different sources, despite connectivity issues, internet-based media are

popular among indigenous people living in remote locations. E.g. Facebook has a penetration rate

of ca 60% (O’Donnell et al. 2016). According to researchers, social media play an important role

in Indigenous communities because they respond to their cultural values of rich familial, tribal,

band, and community links. Their role is also reinforced by the traditional child education that was

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based on role-modelling through stories and games (Klinck et al. 2005; Iseke-Barnes and Danard

2007). It can thus be said that social media and using the internet to foster one’s education through

interactive tools is not something that indigenous students would feel at odds with.

Our Vision for Blended Learning for First Nations Educational Needs

We envision this blended learning program as one that uses more than one mode of learning

delivery and creates a personalized and impactful learning experience.

We believe that the impact of learning is best when there is an opportunity for interactions

– with teachers and peers. In addition to using an LMS for presentation, podcast and video sharing,

our approach is to use online social platforms like discussion boards and chat to engage students

in social interactions and create knowledge repositories on specific topics. Learners can be

assigned topics to share their thoughts – this will allow knowledge to be gathered on a specific

topic. We also consider a possibility of using the platform for problem-solving activities in forums,

where learners pose their questions, and the whole learner community joins in to provide the

answer. We also believe our blended learning approach can help native students participate more

in their community seasonal activities, such as hunting season. We feel that the teachers can play

the role of moderators and provide direction for fruitful conversations.

Considering YesNet overall needs, we paid special attention to bandwidth and reliability

of internet access, readiness, possible upcoming expansion, and culturally responsive instruction

delivery.

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LMS Evaluation Rubric
Criteria Meets Expectations
(Ideal) +3 pts
Reliability All the features of the LMS can
function with low downloading
speeds(~3 Mps). The features
of the LMS platform respond
immediately to access.
Integration/rol The LMS provider will
lout to cooperate with the YNTEP to
support other prepare more young teachers to
schools/progr use it in the future by
ams supporting an orientation
course as a part of the
University of Regina program
Integration The LMS is fully compatible
with other with FEDENA system on day-
existing one.
systems
Adequately Meets
Expectations
(Acceptable) +2 pts
Reliability/Integration/Expansion
Most of the features of the
LMS function with low
download speeds. The
features of the LMS
platform respond with a
slight delay of being
accessed.
The LMS provider will
work with the YNTEP to
prepare more young
teachers to use it in
collaboration with the
University of Regina for
one year.
The LMS will be fully
compatible with FEDENA
system after a
customization process.
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Somewhat Meets Rationale
Expectations
(Less Desirable) +1 pts
Few of the features of the Low bandwidth
LMS can function with infrastructure support
low download speeds.
The features of the LMS
platform respond with a
slight delay of being
accessed.
The LMS provider will The LMS functionalities
not work with the should be a part of the
YNTEP and will solely preparatory courses of the
provide orientation to the Yukon Native Teacher
roll-out schools. Education Program,
delivered by the University
of Regina.
The LMS is not The LMS should be
compatible with compatible with FEDENA
FEDENA and cannot be school management system.
customized.
Course The LMS allows users to
Export export course structure and
content, as well as selected
sub-elements of courses, using
an industry standard such as
IMS Content Packaging.
Archives The LMS has strong archival
tools that support automatic
backup of completed courses.
Teachers and administrators
have full access and control of
completed courses.
Accessibility
Accessibility LMS platform must permit for
videos or other data-heavy
media to be downloaded and
stored on a central server to be
accessed further locally.
Fully functional on an iPad.
The LMS has a
cumbersome content
export structure.
The LMS has archival
tools that support backup
of completed courses. The
backup is not automatic.
Teachers and
administrators have full
access and control of
completed courses.
LMS platform doesn’t
permit videos or other
data-heavy media to be
downloaded and stored on
a central server to be
accessed further locally but
does permit for mid-range
data media to be
downloaded and stored
centrally.
Fully functional on an
Ipad.
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The LMS does not allow Considering possible
users to export course upcoming expansion, the
structure and content LMS should allow to export
using an industry course structure and content
standard such as IMS easily.
Content Packaging.
The LMS archival system Considering possible
functions slowly and is upcoming expansion, the
difficult to use. LMS should have strong
archival tools.
LMS platform doesn’t Blended learning with the
allow videos or other support of videos. i.e.
data-heavy media to be cannot rely on video
downloaded at any streaming feature as only 3G
bandwidth. Not all supported in some areas.
features supported on the The average speed in Yukon
iPad. is 2.6 Mbps.
Support/flexib LMS supports all features that Only some features of Few or no features of the -there are roughly 15% of
ility for easily adapt to the needs and LMS easily adapt to the LMS easily adapt to the students with various
special needs abilities of the special needs needs and abilities of the needs and abilities of the learning disabilities
learners learner special needs learner special needs learner

Blended Program Management

Easy The platform enables teachers
Enrollment and administrators to quickly
and easily assign roles and
activities.
The platform enables Assigning roles and A high-quality LMS
teachers and administrators activities is cumbersome allows for easy course
to assign roles and and time-consuming. enrollment, even with large
activities. The process and diverse sets of learners
might not be quick and potentially segmented into
easy. different learning groups.

Learning The platform has an effective
Analytics progress tracking and statistics
system with advanced and
customizable options, and an
option to generate easy-to-
understand learner activity
reports; teachers have control
of when students can access
materials.
The platform has an
adequate progress tracking
and statistics system. Some
advanced options are
available. There is little
opportunity to customize
reporting fields.
The progress tracking The progress tracking and
and statistics system is statistics system provides
primitive. wide capabilities for
Limited customization. collecting learning statistics
and generating a variety of
reports. It offers teachers
and administrators the
opportunity to fine-tune
their courses and gains
invaluable insight into
learners' behaviour.

Learning The LMS facilitates scaffolded
Pathways learning paths that support an
individual’s specific areas of
need with sufficient teacher
support.
The LMS can facilitate The LMS is not able to Learning Pathways allow
scaffolded learning paths support scaffolded teachers to more precisely
with sufficient teacher learning paths. select and target learning
support. activities.

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Future mobile Both Android and IoS
device platforms are supported.
support
Readiness/Support
Tutorials & The LMS is used and discussed
Supplemental by a rich online community of
Resources learners and educators. The
community shares lessons
learned as well as textual,
visual, and audio tutorials for
new users. There are simple
orientation tutorials to help
both teachers and students
acclimate to the platform.
Customer & The LMS platform provides
Technical robust customer service and
Support technical support via instant
Channels chat, email, and over the phone
with a dedicated staff member.
Requests for support are met
quickly by staff within a few
hours. The platform provides
support during extended hours
7 days a week.
Only IoS is supported, but
plans are developed to
support Android.
The LMS is discussed by a
community of online
educators who share a
range of tutorials. Teachers
and students have
sufficient orientation
resources to get started
using the platform.
The LMS platform
provides adequate
customer service and
technical support online
and over the phone.
Requests for support are
met by staff within a 12-
hour turnaround. The
platform provides support
7 days a week.
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Only one platform (either
IoS or Android) is
supported, and there are
no plans to support the
other one.
It is difficult to find up to
date information on the
LMS online and is very
few existing tutorials.
Teachers and student
have little or no
orientation to begin using
the platform and only
have access to difficult to
decode technical
documents.
The LMS platform needs
more developed customer
service and technical
support practices.
Support can only be
requested through limited
channels and regularly
takes at least 1 day for a
response. The platform
does not provide support
on the weekend.
Future support for mobile
devices may be required as
the supporting infrastructure
rolls out.
Rich offerings of
tutorials and guides allow
some users control as they
navigate a new platform,
while others can explore and
learn by doing as desired.
Technical support and
customer service must be
readily available and
accessible through multiple
channels. Tighter turn
around and response times
ensure that teachers and
students are not held back in
their progress waiting for
answers.
In-House Representatives from the LMS Representatives from the Representatives from the Human instruction is a key
Training & can visit the school to provide LMS can visit the school LMS are not available for element of the school’s
Support teachers and students with for initial set up and any training or support culture and will support
assuring training, support, and training with teachers. visits to the school. student and teacher
culturally troubleshooting on a regular adaptation to the new
responsive basis. platform.
instruction
delivery

Usability

Simple and The platform has a simple
Intuitive design (arrangement and visual
Interface design), supports easy
navigation, uses clear and
precise language, offers simple
tools, and supports an extensive
and expansive search function.
The platform has a simple
design (arrangement and
visual design), supports
easy navigation, uses clear
and precise language but
tools are difficult to use,
and the search function is
very limited.
The platform has a The simple and intuitive
complicated and interface makes it easier to
confusing design and train students, teachers and
the tools are difficult to administrators on the new
use. There is no search system to enhance the
function. overall experience of using
the LMS.

Easy The platform is well-structured
Navigation and organised, making it easier
for students and administrators
to navigate it.
The platform is fairly well- Navigation is Easy navigation helps
organised; some students, cumbersome. students, teachers and
teachers or administrators administrators to access and
might need more time to action the tasks they need to
learn how to navigate it. perform or track quickly.

Teacher LMS platform: -should permit
Support novice teachers to use the
system effectively in < 3
weeks.
- should allow the teacher to
effectuate all
LMS platform:
- should permit novice
teachers to use the
system effectively in < 5
weeks
- should allow the
LMS platform: -only 10% of secondary
- should permit novice teachers have a previous
teachers to use the experience teaching with
system effectively in < 7 e-learning technologies.
weeks
- allows the teacher to

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 feature/function in a few
number of mouse clicks or
keyboard entries
-should allow basic functions
to be recalled in an obvious
way for an infrequent user
-should offer and direct help
for errors that keep occurring
Responsive The LMS is built with a fully
Design responsive design that
functions on all types of
devices including desktops and
iPads.
Tools
Social The platform provides robust
Learning tools that allow students and
teachers to communicate and
collaborate online using
discussions, question and
answer tools, groups, peer
reviews, ability to like, share
and comment on content fast
and easily.
teacher to effectuate effectuate most
most feature/function in feature/function in a
a few number of mouse few number of mouse
clicks or keyboard clicks or keyboard
entries entries
- should offer and direct - does not offer and
help for errors that keep direct help for errors
occurring that keep occurring
- does not allow basic - does not allow basic
functions to be recalled functions to be recalled
in an obvious way for an in an obvious way for
infrequent user infrequent users
The LMS is built with a The LMS is not built Responsive designs allow
responsive design that with a responsive design learners to engage with
works on a range of and must be accessed content anywhere, anytime.
devices but functions most from desktop computers.
optimally on desktop
computers.
The platform provides The LMS is not equipped Social learning allows
some tools that allow to facilitate social students to explore ideas
students to collaborate learning, collaboration together, and extend the
online using discussions and communication tools community of learning from
and groups. are limited. the physical classroom to
the virtual one.
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Assessments The platform includes various
assessment tools (assignments,
graded discussions, surveys,
polls, quizzes) and allows to
use a rich variety of media (
files, images, videos, text,
URLs). Quizzes allow
immediate feedback. Rubric
tool is available to provide
appropriate feedback.
Content The platform allows easy
Sharing sharing of various types of
media: text, videos, podcasts,
images, interactive activities,
files, text, and URL.
Grading and The platform allows various
Teacher ways of giving feedback to
Feedback students (text and/or
audio/video comments and a
grade or score).
Entering point values/grades is
quick and easy. There are
various places for students to
easily view their grades and
feedback (assignments,
discussions, gradebook).
The platform provides
some assessment tools and
an adequate variety of
media. Rubric tool is not
available.Providing
feedback might take more
teacher time.
The platform allows
sharing an adequate variety
of media. Sharing some of
the media types may not be
easy.
The platform allows some
ways of giving feedback to
students. Entering point
values/grades is fairly
easy.
Students can easily view
their grades and feedback
in a designated place.
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The assessment tools lack Effective assessments can
variety and functionality. be used to challenge
The platform does not students' understanding and
allow to use a variety of help assess competency by
media. Rubric tool is not using a variety of media.
available. Effective rubric tool can
save teacher’s time while
grading and providing
feedback.
The platform does not Exposing students to various
allow sharing all types of media engage
necessary types of media. students and provide the
Sharing some types of potential for deeper and
media may require active learning.
advanced technical
competencies.
The platform allows Effective grading and
grading only. Entering feedback system allows
point values/grades is teachers to grade
cumbersome. There are assessments and provide
no feedback options feedback easily and quickly.
within the platform. It also allows students to
Students can easily view easily access their grades
their grades in a and feedback.
designated place.
Pricing/Cost
Cost LMS pricing falls within
outlined budget ($200K), and
all costs (including support and
additional features) have been
outlined.
LMS pricing is 10% over LMS is > 20% over Budget considerations are of
outlined budget ($200K), budget ($200K). prime importance given that
and some costs are not funds are limited.
fully detailed.
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 This rubric was developed to target the specific needs of the YESNet Pilot Program as

outlined in the Precis. They follow the principles of accessibility (O’Donnell 2016), readiness

(Sharp et al. 2011) and cultural responsiveness (Geenall 2005). Evaluating accessibility and

support indicate the likelihood of successful onboarding and use amongst students and teachers

(Kabassi et al. 2006). The categories detailing blended learning and tools address the pedagogical

fit between the LMS and the program (Majumdar 2014). Finally, the pricing and integration

categories address the logistical and operational realities of developing a successful e-learning

venture (Rayson 2015).

Personal Reflection

As a group, we tried to consider the specific context of the program we were developing

by digging into the nitty gritty of accessibility, readiness, and cultural responsiveness. Overall, I

am happy with the level of detail in our rubric and feel that it would be an effective starting point

to help select an appropriate technology solution. In terms of working as a group, my team

members were all diligent and engaged. As always, it can be a bit of a challenge to overcome

differences in time zones, expectations, and work styles, but we managed to pull together to

collaborate.

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