https://www.refugeesrespond.org/dadaabwikimedia/api.php?action=feedcontributions&feedformat=atom&user=AdenDadaab Wiki - User contributions [en]2026-06-19T10:30:54ZUser contributionsMediaWiki 1.26.3https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=2267Abdi Aden2020-04-15T15:51:42Z<p>Aden: /* Production 2 */</p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada.I am former education instructor for girls in Dadaab, Kenya and, currently I am a humanitarian aid worker for the United Nations in Somalia participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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== Production 1 ==<br />
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Indigenous knowledge is an important aspect of adopting local culture and environment. When it is compared to western knowledge it provides different alternative of leaning and absorbing knowledge. According to Brayboy and Maughan (11-12) indigenous knowledge are contextual and lived as an integral part of survival’ for instance people will have knowledge in many aspects of their surroundings and can provide each other ample knowledge on how to grow food and ways of surviving in difficult environments. This shows that indigenous knowledge has a resourceful purpose of action and implementation unlike western education. <br />
The above indigenous knowledge connects us to the article of Mitchel et al “complexity and e-learning: emergence in relational networks” which uses Daagu system as a complexity pedagogy. “<br />
Daagu is a tradition of the pastoral Afar people of Ethiopia. “The Afari practice a process called Daagu in order to discern meaning from diverse experiences and regions” (Westley, Zimmerman, & Patton, 2006). Their story promotes diversity, discovery within the afar community that depend each other for gaining knowledge and also work parrttens. As understood from the article this system gives a network community as an alternative way of leaning other than the nature of leaning in database platforms such as Moodle etc. (Mitchel et al.2006). the system also gives chance holistic approach of learning where different ideas and vital connections are respected therefore giving learners a chance to look for contexts that creates relevant information. indigenous knowledge is usually a significant resource that enhances within the community’s effectiveness and sustainability for community developments.<br />
Moreover, this kind of learning shifts from teacher centric approach to a more networked community of learning therefore removing the narrative that teachers have knowledge that they transmit to leaners in constructed approach of learning and sequenced content that defines outcomes. (Doll, 1993, 2008, 2012; Ricca, 2012; Williams, Karousou, & Mackness, 2011). This teacher centred approach have been existing in Kenyan curriculum where learners are evaluated according how they master the content and defined outcomes of their teachers. Learners were not given a chance to discover new ideas, knowledge and perspectives of their own indigenous culture. According to (Mitchele et al 2006) believes that “deep and meaningful learning is too restricted with teacher-defined content that prescribes pathways for learning and we wanted an alternative to traditional linear learning management systems (LMS) for engaging students in emergent growth and collaboration”.<br />
Finally, it is very essential to have net-worked community approach of leaning so that new knowledge is developed and shared with other communities. This will enhance appreciations of indigenous culture that contains essential knowledge that are worthwhile for different communities or otherwise people gain different skills that can help for the developments of their livelihoods traditional knowledge have values in certain specific communities but we need to acquire valuable ones and transmit to our communities and create a sense of connections and togetherness. This can be reached creating a “Learning which is a collective and connected endeavor, a process of engagement and collaboration, interactions among communities that are generative, creative, yet open to reflective understanding.” (Mitchel et al,2006)<br />
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== Production 2 ==<br />
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Multiliteracies’: New literacies, new learning. Pedagogies"<br />
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The reading multiliteracies; new literacies, new learning pedagogies was so essential and attracted my attentions as I am online student practitioner.it classifies and explicitly defines the different models of literacy in North American schools and the way they operate to achieve literacy goals regarding social and historical aspects of it is development.<br />
The author classifies literacy existence in north America as three different paradigms which is classical, technocratic and progressive. The classical aspect of literacy focuses on culture subserved goals in an aristocratic kind of social structure while technocratic one aims on centralized and standardized kind of literacy schooling and, the last paradigm of progressive one mainly focuses on development of interpersonal skills and communications.(De Castell&Luke,1986,p.87).<br />
Regarding my previous readings based on arguments of Plato idea and Dewy, I would like to endorse John Dewey’s progressive aim of literacy which enhances effective communication and interpersonal skills. According to Dewey, education should develop the individual democratic progress. In connection to this idea, it should prepare learners to become democratic citizens who have excellent intellectual and moral developments which enhances them to create collective cooperation when working together in assignments.it should also help and prepare them to participate future public interests. This showcases the importance of preparing students to work together as a team in order to achieve collective goals. It gives students a chance to understand how nations work together in order to achieve their developmental goals that are essential for their economic, social and political wellbeing. Moreover, this progressive model of literacy believes that, knowledge comes through interactions and these interactions creates a space for democracy that is based on values which are acceptable within the society and the environment (Dewey in Dimitriadis, G., & Kamberelis, G. 2006, p.9). <br />
According to Dewey, organisms interact with the environment through self-guided activity that could coordinate and integrate sensory and motor responses thus, knowledge and learning are developed through interaction and connections to the environment (Dimitriadis, G., & Kamberelis, G. 2006. Pg.7). this clear explains that human interactions is part of essential developments for learning and teaching thus when thinking literacy is good to give optimum consideration towards this kind model that enhances effective pedagogy which is based on learner interests and collective developments.<br />
Moreover, when developing literacy through digital medium, it is vital to practice effective communication that creates interpersonal relationships and cooperation between online literacy practioners. In these platforms, individualism and autocratic aspect of delivering or running literacy programs will automatically lead failure.<br />
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References<br />
De Castell, S., & Luke, A. (1986). Defining literacy in North American schools: Social and historical conditions and consequences. In S.C. de Castell, A. Luke, & K. Egan (Eds.), Literacy, society, and schooling (pp. 87-109). Cambridge, UK: Cambridge University Press.*<br />
Dimitriadis, G., &Kamberelis, G. (2006). Chapter 1: John Dewey. In Theory for Education Routledge. Pp 4-11.<br />
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== Production 3 ==<br />
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MY Video LINK: CLIMATE CHANGE IN SOMALIA<br />
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https://youtu.be/vqaR89H5BpY<br />
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== Production 4 ==<br />
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== Production 5 ==</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Comic_Life_assignment.jpeg&diff=2132File:Comic Life assignment.jpeg2020-02-28T17:04:55Z<p>Aden: </p>
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<div></div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=2026Abdi Aden2020-02-22T11:39:19Z<p>Aden: /* Production 3 */</p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada.I am former education instructor for girls in Dadaab, Kenya and, currently I am a humanitarian aid worker for the United Nations in Somalia participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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== Production 1 ==<br />
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Indigenous knowledge is an important aspect of adopting local culture and environment. When it is compared to western knowledge it provides different alternative of leaning and absorbing knowledge. According to Brayboy and Maughan (11-12) indigenous knowledge are contextual and lived as an integral part of survival’ for instance people will have knowledge in many aspects of their surroundings and can provide each other ample knowledge on how to grow food and ways of surviving in difficult environments. This shows that indigenous knowledge has a resourceful purpose of action and implementation unlike western education. <br />
The above indigenous knowledge connects us to the article of Mitchel et al “complexity and e-learning: emergence in relational networks” which uses Daagu system as a complexity pedagogy. “<br />
Daagu is a tradition of the pastoral Afar people of Ethiopia. “The Afari practice a process called Daagu in order to discern meaning from diverse experiences and regions” (Westley, Zimmerman, & Patton, 2006). Their story promotes diversity, discovery within the afar community that depend each other for gaining knowledge and also work parrttens. As understood from the article this system gives a network community as an alternative way of leaning other than the nature of leaning in database platforms such as Moodle etc. (Mitchel et al.2006). the system also gives chance holistic approach of learning where different ideas and vital connections are respected therefore giving learners a chance to look for contexts that creates relevant information. indigenous knowledge is usually a significant resource that enhances within the community’s effectiveness and sustainability for community developments.<br />
Moreover, this kind of learning shifts from teacher centric approach to a more networked community of learning therefore removing the narrative that teachers have knowledge that they transmit to leaners in constructed approach of learning and sequenced content that defines outcomes. (Doll, 1993, 2008, 2012; Ricca, 2012; Williams, Karousou, & Mackness, 2011). This teacher centred approach have been existing in Kenyan curriculum where learners are evaluated according how they master the content and defined outcomes of their teachers. Learners were not given a chance to discover new ideas, knowledge and perspectives of their own indigenous culture. According to (Mitchele et al 2006) believes that “deep and meaningful learning is too restricted with teacher-defined content that prescribes pathways for learning and we wanted an alternative to traditional linear learning management systems (LMS) for engaging students in emergent growth and collaboration”.<br />
Finally, it is very essential to have net-worked community approach of leaning so that new knowledge is developed and shared with other communities. This will enhance appreciations of indigenous culture that contains essential knowledge that are worthwhile for different communities or otherwise people gain different skills that can help for the developments of their livelihoods traditional knowledge have values in certain specific communities but we need to acquire valuable ones and transmit to our communities and create a sense of connections and togetherness. This can be reached creating a “Learning which is a collective and connected endeavor, a process of engagement and collaboration, interactions among communities that are generative, creative, yet open to reflective understanding.” (Mitchel et al,2006)<br />
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== Production 2 ==<br />
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== Production 3 ==<br />
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MY Video LINK: CLIMATE CHANGE IN SOMALIA<br />
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https://youtu.be/vqaR89H5BpY<br />
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== Production 4 ==<br />
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== Production 5 ==</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1706Abdi Aden2020-02-01T07:33:53Z<p>Aden: /* Production 1 */</p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada.I am former education instructor for girls in Dadaab, Kenya and, currently I am a humanitarian aid worker for the United Nations in Somalia participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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== Production 1 ==<br />
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Indigenous knowledge is an important aspect of adopting local culture and environment. When it is compared to western knowledge it provides different alternative of leaning and absorbing knowledge. According to Brayboy and Maughan (11-12) indigenous knowledge are contextual and lived as an integral part of survival’ for instance people will have knowledge in many aspects of their surroundings and can provide each other ample knowledge on how to grow food and ways of surviving in difficult environments. This shows that indigenous knowledge has a resourceful purpose of action and implementation unlike western education. <br />
The above indigenous knowledge connects us to the article of Mitchel et al “complexity and e-learning: emergence in relational networks” which uses Daagu system as a complexity pedagogy. “<br />
Daagu is a tradition of the pastoral Afar people of Ethiopia. “The Afari practice a process called Daagu in order to discern meaning from diverse experiences and regions” (Westley, Zimmerman, & Patton, 2006). Their story promotes diversity, discovery within the afar community that depend each other for gaining knowledge and also work parrttens. As understood from the article this system gives a network community as an alternative way of leaning other than the nature of leaning in database platforms such as Moodle etc. (Mitchel et al.2006). the system also gives chance holistic approach of learning where different ideas and vital connections are respected therefore giving learners a chance to look for contexts that creates relevant information. indigenous knowledge is usually a significant resource that enhances within the community’s effectiveness and sustainability for community developments.<br />
Moreover, this kind of learning shifts from teacher centric approach to a more networked community of learning therefore removing the narrative that teachers have knowledge that they transmit to leaners in constructed approach of learning and sequenced content that defines outcomes. (Doll, 1993, 2008, 2012; Ricca, 2012; Williams, Karousou, & Mackness, 2011). This teacher centred approach have been existing in Kenyan curriculum where learners are evaluated according how they master the content and defined outcomes of their teachers. Learners were not given a chance to discover new ideas, knowledge and perspectives of their own indigenous culture. According to (Mitchele et al 2006) believes that “deep and meaningful learning is too restricted with teacher-defined content that prescribes pathways for learning and we wanted an alternative to traditional linear learning management systems (LMS) for engaging students in emergent growth and collaboration”.<br />
Finally, it is very essential to have net-worked community approach of leaning so that new knowledge is developed and shared with other communities. This will enhance appreciations of indigenous culture that contains essential knowledge that are worthwhile for different communities or otherwise people gain different skills that can help for the developments of their livelihoods traditional knowledge have values in certain specific communities but we need to acquire valuable ones and transmit to our communities and create a sense of connections and togetherness. This can be reached creating a “Learning which is a collective and connected endeavor, a process of engagement and collaboration, interactions among communities that are generative, creative, yet open to reflective understanding.” (Mitchel et al,2006)<br />
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== Production 2 ==<br />
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== Production 5 ==</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1447Abdi Aden2020-01-25T13:12:34Z<p>Aden: </p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada.I am former education instructor for girls in Dadaab, Kenya and, currently I am a humanitarian aid worker for the United Nations in Somalia participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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== Production 5 ==</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1277Abdi Aden2020-01-19T10:58:00Z<p>Aden: </p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada.I am former education instructor for girls in Dadaab, Kenya and, currently I am a humanitarian aid worker for the United Nations in Somalia participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1276Abdi Aden2020-01-19T10:47:06Z<p>Aden: </p>
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1275Abdi Aden2020-01-19T10:46:43Z<p>Aden: </p>
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'''''''Introduction.'''<br />
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
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''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1274Abdi Aden2020-01-19T10:46:11Z<p>Aden: </p>
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'''Introduction.'''<br />
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'''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''''''Italic text''<br />
''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1273Abdi Aden2020-01-19T10:45:43Z<p>Aden: </p>
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'''Introduction.'''<br />
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'''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''<br />
''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1272Abdi Aden2020-01-19T10:45:21Z<p>Aden: </p>
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'''Introduction.'''<br />
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'''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1271Abdi Aden2020-01-19T10:44:51Z<p>Aden: </p>
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[[File:ABDI.jpg|300px|thumb|left|Abdi Aden]]<br />
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'''Introduction.'''<br />
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'''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''''''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1270Abdi Aden2020-01-19T10:44:17Z<p>Aden: </p>
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'''Introduction.'''<br />
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'My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1269Abdi Aden2020-01-19T10:44:01Z<p>Aden: </p>
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'''Introduction.'''<br />
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'My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1268Abdi Aden2020-01-19T10:43:30Z<p>Aden: </p>
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'''Introduction.'''<br />
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''''''''My name is Abdi Omar Aden, Graduate student, (M.Ed., Language, Culture and Pedagogy), York University, Canada in Somalia. A former education instructor for girls in Dadaab, Kenya, I am currently an aid worker for the United Nations in Somalia.participating state building process. In my work, I am committed to developing and practicing policies which promote sustainable education and free access to lifelong opportunities for marginalized communities'''''Bold text'''.''''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1256Abdi Aden2020-01-17T13:17:37Z<p>Aden: </p>
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[[File:ABDI.jpg|300px|thumb|left|Abdi Aden])<br />
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'''Introduction.'''<br />
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''My name is Abdi aden, graduate student from Somalia.''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1255Abdi Aden2020-01-17T13:15:19Z<p>Aden: </p>
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[[File:ABDI.jpg|300px|thumb|left|Abdi Aden]<br />
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''My name is Abdi aden, graduate student from Somalia.''</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:ABDI.jpg&diff=1250File:ABDI.jpg2020-01-17T13:09:38Z<p>Aden: </p>
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<div>[[File:ABDI.jpg]]</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:ABDI.jpg&diff=1249File:ABDI.jpg2020-01-17T13:09:03Z<p>Aden: </p>
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<div></div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1246Abdi Aden2020-01-17T13:08:10Z<p>Aden: </p>
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<div>[[File:Example.jpg]]'''Introduction.'''<br />
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''My name is Abdi aden, graduate student from Somalia.''<br />
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[[File:ABDI JPG]]</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1245Abdi Aden2020-01-17T13:05:58Z<p>Aden: </p>
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<div>'''Introduction.'''<br />
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''My name is Abdi aden, graduate student from Somalia.''<br />
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[[File:abdiaden.gpg]]</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Abdi_Aden_.jpg&diff=1235File:Abdi Aden .jpg2020-01-17T12:51:11Z<p>Aden: </p>
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<div></div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Aden&diff=1233Abdi Aden2020-01-17T12:49:38Z<p>Aden: </p>
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<div>'''Introduction.'''<br />
my name is Abdi aden, graduate student from Somalia.</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=5855:_Cultural_Studies_of_Technology_for_Education&diff=12305855: Cultural Studies of Technology for Education2020-01-17T12:35:56Z<p>Aden: </p>
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<div>Cultural Studies of Technology for Education / Winter 2020<br />
<br />
'''Author Index Page'''<br />
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[[Kurt Thumlert]]<br />
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[[Melissa S]]<br />
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[[Bernardo]]<br />
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[[Nancy]]<br />
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[[Vima]]<br />
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[[Abdi]]<br />
<br />
[[Grace]]<br />
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[[Alice]]<br />
<br />
[[Alysha]]<br />
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[[Anthony]]<br />
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[[Jair]]<br />
((Abdi Aden))<br />
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* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]</div>Adenhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Jair&diff=1229Jair2020-01-17T12:33:01Z<p>Aden: </p>
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<div>Hey I'm Jair Kallidumbil and I am pursuing my Masters of Education as well as a diploma in Postsecondary Education: Community, Culture & Policy.<br />
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I work at York University at the Centre for Student Community & Leadership Development [[http://scld.yorku.ca SCLD]] as the Manager of Student Life.<br />
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Looking forward to being on this learning journey with everyone.<br />
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[[File:Jair.jpg|200px|thumb|right|]] <br />
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== Production 1-JK ==<br />
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== Production 2-JK ==<br />
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== Production 3-JK ==<br />
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== Production 4-JK ==<br />
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== Production 5-JK ==<br />
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== Production 6-JK ==<br />
(( Abdi Aden))</div>Aden