Pink - Start Here

Red - Practicum Inspiration & Next steps

Yellow - Practicum Design

Green - Early Practicum

Blue - Mid Practicum

Purple - Late Practicum

Symbol Code: This is representative of the prompts provided in my reflection outline to help my MET instructor understand my learning.

🌈 - What work I undertook in my MET practicum experience

🎯 - How you did or did not meet your original practicum goals, and why (or why not)

👩‍🎓 - What you learned from your practicum experience

🏋️‍♀️ - What the challenges were, how you overcame them (or what you would do differently next time)

🔮 - The good the bad and the ugly of your MET Practicum experience!

Above is a link to my website from Maker Space, outlining some of my homes from interacting with Tess at the summer institute.

This question sparked me to work to remedy the lack of Nuxalmc representation in these significant places and on the land.

In conversations with Mary, I have also begun to strive for more balance in my life. I have been given more life experiences than most, good and bad, and I am determined with my entire being to learn from them. Since resurfacing from my Family Emergency, I have focused on creating balance with my time, with the apparent exception of focusing on completing this course and my MET degree.

I navigated and contributed effectively to diverse professional and community environments in learning technology and eLearning development. This was manifest through effective collaboration with Mary at Pinnguaq, engagement with Land-Based Learning and Nuxalk Language, the identification of the communities need for an interactive map as well as for Youth to learn the skills and practices necessary to become digital storytellers able to use multimedia to share their learning and connection to land, and formulation of innovative solutions such as the use of Padlet, and the integration of Nuxalk and English versions of this project.

I exhibited proficiency in designing and developing a youth-focused land-based learning resource with a deep understanding of the community's unique requirements, incorporating educational technology (such as padlet, genially, and canvas), culture (through language and connections to knowledge keepers and elders), place-based teachings (guided by knowledge keepers and elders), hands-on education (through the use of challenges like goose chase), and frameworks addressing Equity, Diversity, Inclusion, Decolonization, and Antiracism (EDIDA).

I presented the Rooting for Youth Digital Learning Kit to diverse audiences, Pinnguaq and land-based learning and Nuxalk Language, as a movie trailer to create interest in rooting for Youth because of the nature of Pinnguaq's stand-up meeting, skillfully incorporating educational frameworks and insights from community consultations and encouraging presentation participants to spend time exploring the rooting for youth website to delve deeper into this project.

Due to these losses, I chose not to hold an in-person presentation with the community as I had initially hoped; instead, I crafted a movie trailer for Rooting for Youth as a hook, with Mary's suggestion to make this presentation short so that she could provide it at a stand-up meeting at Pinnguaq as well. The movie trailer is intended to be a hook to get people interested and then encourage audiences to navigate the Rooting for Youth website on their timeline line. I have incorporated reflective activities through Flip as a method for feedback and self-reflective learning.

Equity: Rooting for Youth strives to create equitable learning opportunities for all members of the Nuxalk community, regardless of background or circumstances. By prioritizing equity, the project ensures that every participant has equal access to resources, support, and opportunities for growth.

Diversity: Rooting for Youth celebrates the diversity of experiences, perspectives, and identities within the Nuxalk community. The project allows participants to express their unique stories and connections to the land through interactive digital mediums and personalized site signs, fostering a sense of pride and belonging.

Inclusion: Rooting for Youth promotes an inclusive learning environment where every voice is heard, valued, and respected. By co-designing the project with the Nuxalk Community and incorporating diverse perspectives and traditions, the project ensures that all participants feel included and represented.

Decolonization: In this project, decolonization involves centring Indigenous perspectives, reclaiming traditional knowledge, and empowering the Nuxalk community to tell their stories. It aims to dismantle colonial frameworks, restore cultural autonomy, and promote Indigenous-led initiatives rooted in place-based education and technology.

Anti-racism: Anti-racism in this project involves challenging systemic biases, promoting equity, and advocating for the inclusion of diverse voices. It aims to confront racial injustices, foster cultural respect, and create spaces where all individuals are valued and empowered.

In summary, the principles of EDIDA are woven into the fabric of Rooting for Youth, guiding its efforts to create a welcoming, inclusive, and equitable learning environment for all members of the Nuxalk community.

Centering Marginalized Voices: Design Justice emphasizes the importance of centring the voices and experiences of marginalized communities in the design process. Rooting for Youth is co-designed with the Nuxalk Community, ensuring that community members, particularly Youth, play a central role in shaping the project's direction and outcomes.

Addressing Power Dynamics: Design Justice addresses power imbalances within design processes and outcomes. Rooting for Youth aims to dismantle existing power structures by empowering Nuxalk Youth to take ownership of their cultural heritage and educational experiences. The project creates space for dialogue, collaboration, and collective decision-making through participatory design methods.

Promoting Equity and Inclusion: Design Justice advocates for designs that promote equity, inclusion, and accessibility for all individuals, regardless of background or circumstance. Rooting for Youth prioritizes equity by providing multiple learning pathways and ensuring that resources are accessible to all members of the Nuxalk community. By embracing diverse perspectives and experiences, the project fosters a sense of belonging and empowerment among participants.

Engaging in Critical Reflection: Design Justice encourages designers to reflect critically on their work's social and ethical implications. Rooting for Youth engages participants in dialogue and exploration of the historical and systemic factors that shape their identity and experiences. By fostering critical consciousness, the project empowers Nuxalk Youth to challenge injustices and advocate for change within their community.

In summary, Design Justice principles guide Rooting for Youth, inspiring a design process rooted in equity, inclusion, and social justice. By centring marginalized voices, addressing power dynamics, promoting equity and inclusion, and engaging in critical reflection, the project aims to create a transformative educational experience that empowers Nuxalk Youth to reclaim their cultural heritage and become agents of change within their community.

Centring Community Voices: Rooting for Youth is co-designed with the Nuxalk Community, ensuring community members actively shape the project. By centring community voices and perspectives, the project empowers participants to reclaim ownership of their cultural heritage and educational experiences.

Fostering Agency and Empowerment: The Liberatory Design Process prioritizes the agency and empowerment of marginalized communities. Rooting for Youth provides Nuxalk Youth opportunities to participate actively in their learning, empowering them to shape their educational journey and become agents of change within their community.

Dismantling Barriers to Learning: Rooting for Youth aims to dismantle barriers to learning by creating inclusive and accessible educational experiences. By incorporating multiple learning pathways and embracing diverse perspectives, the project ensures that all members of the Nuxalk community have the opportunity to participate and thrive.

Cultivating Critical Consciousness: The Liberatory Design Process encourages critical reflection and consciousness-raising among participants. Rooting for Youth engages Nuxalk Youth in dialogue and exploration of their cultural heritage, fostering a deeper understanding of the historical and systemic factors that shape their identity and experiences.

The Liberatory Design Process serves as a guiding framework for Rooting for Youth, inspiring a transformative approach to education rooted in equity, justice, and liberation. By challenging existing power structures and prioritizing community agency, the project aims to create a learning environment that empowers Nuxalk Youth to reclaim their cultural heritage and become active agents of change within their community.

Honouring Indigenous Knowledge: Indigenizing STEAM emphasizes honouring and integrating Indigenous knowledge systems into educational curricula. Rooting for Youth celebrates the ecological wisdom, storytelling traditions, and cultural practices of the Nuxalk people, incorporating them into the project's learning experiences and resources.

Cultivating Holistic Learning: Indigenizing STEAM promotes a holistic approach to learning that acknowledges the interconnectedness of all aspects of life. Rooting for Youth engages participants in hands-on, experiential learning opportunities that bridge the gap between traditional knowledge and contemporary STEM disciplines. The project fosters a deeper understanding of the interrelationship between science, technology, culture, and the environment through on-the-land knowledge tours and interactive digital storytelling.

Fostering Community Collaboration: Indigenizing STEAM encourages collaboration and co-learning within and between communities. Rooting for Youth is co-designed with the Nuxalk Community, ensuring that community members actively shape the project's direction and outcomes. By fostering dialogue, exchange, and mutual respect, the project creates opportunities for knowledge-sharing and cultural revitalization.

Promoting Environmental Stewardship: Indigenizing STEAM emphasizes the importance of environmental stewardship and sustainability. Rooting for Youth instills a sense of responsibility and connection to the land among participants, encouraging them to become active stewards of their ancestral territory. Through activities that highlight the ecological significance of Nuxalk Territory, the project fosters a deep appreciation for the natural world and the role of Indigenous knowledge in preserving it.

In summary, Indigenizing STEAM principles guide Rooting for Youth, inspiring a learning experience grounded in cultural authenticity, ecological wisdom, and community collaboration. By honouring Indigenous knowledge, cultivating holistic learning, fostering community collaboration, and promoting environmental stewardship, the project empowers Nuxalk Youth to reclaim their cultural heritage and become leaders in science, technology, engineering, arts, and mathematics within their community and beyond.