Transforming Online Teaching Through Relational Ways of Being

Authors

DOI:

https://doi.org/10.55016/ojs/pplt.v7Y2024.77890

Abstract

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being.

Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive.

Author Biographies

Valeria Cortés, Royal Roads University

Valeria Cortés (she/her) brings over 25 years of experience working in higher education. Originally from Mexico, Val is committed to cultivating inclusive educational spaces. Val’s expertise is in leadership development and as an associate faculty member at Royal Roads University, she is currently researching the impact of employment-focused programs for Indigenous learners at Royal Roads. 

Kelly Loffler, Royal Roads University

As Online Learning Coordinator for the Professional Project Administrator (PPA) program at Royal Roads University, Kelly is privileged to support the Indigenous students in the program, the instructors who facilitate the courses, and her PPA team. Kelly is a citizen of the Métis Nation BC and the Manitoba Métis Federation. 

Christina Schlattner, Royal Roads University

Christina is a Learning and Development Advisor for the Professional Project Administrator Program at Royal Roads University. She works with the team supporting students, instructors, and research into the program’s effectiveness. With a strong interest in Transformative Learning, Christina contributed to the 2022 Palgrave Handbook on Learning for Transformation. 

Tim Brigham

Tim is of settler descent and is the Project Lead for Project Connect and the Professional Project Administrator program at Royal Roads University. He has the privilege of focusing his work on responding to community requests for accessible, needs-driven programming that creates opportunities for Indigenous learners.   

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Published

2024-06-26

Issue

Vol. 7 (2024): Blended and Online Learning in Postsecondary Education

Section

Articles

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Copyright (c) 2024 Valeria Cortés, Kelly Loffler, Christina Schlattner, Tim Brigham

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