educational technology

Open Dialogues: How to make education more accessible

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Screen grab from Neuroanatomy video series

Job – Sessional Assistant Professor, York University Faculty of Education, Due: Oct. 31, 2015

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Sessional Assistant Professor- York University Faculty of Education

The successful candidate will develop and teach courses in the Bachelor of Education program (including Social Studies and Culture in the Primary/Junior and Junior/Intermediate divisions), the new BA in Educational Studies, and the graduate program.

Duration: Contract of three years

Commencement date: July 1, 2016

Applications close: October 31, 2015

Role requirements: Applicants should have completed a doctorate and provide evidence of excellence or promise of excellence in teaching and scholarly research. Preference will be given to applicants who have knowledge of First Nations, Métis, and Inuit content and pedagogy as reflected in the Ontario curriculum. Experience teaching in K-12 schools and familiarity with the use of digital technologies in teaching and learning is highly desirable.

Required documents: send an application letter, curriculum vitae, samples of publications, materials regarding teaching, and three signed letters of reference (sent in separately by the referees).

For further information and to apply please contact Dr. Ron Owston, Dean, Faculty of Education, 242 Winters College, York University, 4700 Keele St., Toronto, ON M3J 1P3 or by e-mail to with the subject line “CLA Social Studies Education.”

Course – Sounds of endangered languages: Conservation and revitalization, Winter Term 1

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FNEL 281
Sounds of endangered languages: Conservation and revitalization

Winter Term 1
Tues/Thurs 11am-12:30pm
Buchanan B-309


Take this course if you would like to:
Learn about the wealth and diversity of speech sounds that can be heard in BC indigenous languages

Build foundational knowledge in articulatory and acoustic phonetics

Acquire practical skills and learn about best practices for digital audio recording, sound editing, acoustic analysis,
transcription, and archiving for language documentation, conservation and revitalization, using portable digital
recorders and freely-available computer software

Develop skills in phonetic transcription and explore how phonetic transcription systems relate to and can complement
community orthographies

Develop skills in perceiving and producing speech sounds like ejectives, glottalized resonants, and lateral fricatives
that aren’t found in English

Be mentored in respectful and reciprocal engagement with First Nations and indigenous communities and individuals

For questions or further information, please contact:
Dr. Emily Elfner, First Nations and Endangered Languages Program Email:
For program or registration information, please contact:
Kaeleigh Hiebert,

Updating Centuries-Old Folklore With Puzzles And Power-Ups

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Updating Centuries-Old Folklore With Puzzles And Power-Ups

November 30, 2014 6:50 AM ET
The story in Never Alone is based on a Native Alaskan legend about a quest to end a never-ending blizzard. i

The story in Never Alone is based on a Native Alaskan legend about a quest to end a never-ending blizzard.

E-Line Media

Never Alone, a new video game by E-Line Media, has been generating a lot of buzz in recent months. Its developers teamed up with the Cook Inlet Tribal Council, a nonprofit that works with Native Alaskans, creating Never Alone as a way to help transmit traditional tribal stories to younger indigenous kids.

Interview Highlights

AMY FREDEEN: As a tribal nonprofit, we tend to rely heavily on government funding, and that funding ebbs and flows, and so the opportunities we can offer people ebb and flow. We were looking for a way to sustain what we do. We looked at many businesses — anywhere from child care to burial services — and none of them really resonated with us. And one day we were sitting around the lunch table, and all of a sudden Gloria [O’Neill, who heads the tribal council] said, “Well, why not video games?”

SEAN VESCE: When we originally started speaking with Gloria and her team, we really tried to talk her out of doing a game because of the inherent risk — of development, cost, how competitive [the industry] is.

My career path led me to work on some kind of large-scale action games, like the Tomb Raider series based on fictional universes. I got really disillusioned with the state of the video game universe on a large scale — we tended to be pretty insular in our references, we tend to lean on gratuitous violence and other kinds of things to attract players. And as a new father I was looking for projects where I could invest my time and skill and energy into something that could have some kind of lasting impact. That was a hard search. It took maybe two years before I met Gloria. I was really struck by her vision of using games.

Read More

So far, reviews for the game have been strong. I spoke to Amy Fredeen of the Cook Inlet Tribal Council and Sean Vesce of E-Line Media about this unlikely collaboration, about representation in games, and whether video games can have a larger purpose and still be fun to play. Our conversation has been edited for clarity and length.

New Publication: Coded Territories: Tracing Indigenous Pathways in New Media Art

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University of Calgary Press is pleased to publish:
Coded Territories: Tracing Indigenous Pathways in New Media Art
Chapters by Jackson 2Bears, Steven Foster, Candice Hopkins, Jason Edward Lewis, Steven Loft, Cheryl L’Hirondelle, and Archer Pechawis. 
“Adaptation and artistic response to new technologies is embedded in Indigenous realities. From glass beads to hard drives, Indigenous ingenuity has utilized contemporary tools for artistic means for centuries. This volume represents an important document in the critical discourse surrounding Indigenous new media arts from the perspectives of those at the creative front: Indigenous artists themselves.” — Jason Ryle, imagineNATIVE
216 pages, $34.95, illustrations, 978-1-55238-706-1 paper / 978-1-55238-746-7 ePub / 978-1-55238-747-4 mobi
Also available as an open access ebook on our website.

Research Stories: A Graduate Forum – 19 Nov, 10-11:30 am

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 How We Learn Media and Technology (across the lifespan)

Department of Curriculum and Pedagogy

Wednesday, November 19, 2014

10:00-11:30     Scarfe 1209

Year of Research in Education event


Paula (PJ) MacDowell

University of British Columbia

This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mindscripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.


Mike D. Boyer

Boise State University

What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.


Yu-Ling Lee

University of British Columbia

This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.

PDF Flyer: Research Stories 14 11-19-14