https://www.refugeesrespond.org/dadaabwikimedia/api.php?action=feedcontributions&feedformat=atom&user=BashirDadaab Wiki - User contributions [en]2026-10-13T15:01:55ZUser contributionsMediaWiki 1.26.3https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2265Abdi Bishar2020-04-11T04:47:45Z<p>Bashir: /* Profduction 6 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Reflection 2==<br />
<br />
<br />
== "Multiliteracies’: New literacies, new learning. Pedagogies" ==<br />
<br />
<br />
The reading “Multiliteracies”: ‘New Literacies, New Learning’, have attracted my heart as it states the continuous changing of social and technological source of communication while developing a language of representation and communication in an academic or educational context and as well addresses the concern of constituting a proper and appropriate learning technique to the learners and the entire community of education. Surely, this reminds me the progressive and continuous change of the media of communication because in Dadaab camps in 1994 Hagadera and other comps used to go to the Dadaab town just to communicate their relatives outside the camps via the use of telegrams and line-line but now every teenage has a smartphone to communicate to their relatives. Most significantly, the use of social media as a communication centre has become a massive phenomenon in which it brought a positive and negative contribution to society. In academic context, technological pedagogy is developing the research methodologies where students can get access to educational resources that they might have the ability to be involved but only can through the use of online searches such as Google search, University libraries. To my experience as a student in Borderless High Education for Refugees (BHER) program, connected learning gives us the opportunity to learn with students from York University and exchange ideas as well as contextualizing the themes of the lesson. This is why the author reminds us that technology connecting students from different parts of the world and made the world as one global family. As the world is changing the pedagogical methods have to improve and match the daily life activities so as to provide the practical knowledges and also help students to be independent by engaging researches as well as having dialogue among them, ( Mary Kalantzis, 2009, p. 172-173).<br />
The idea of Multiliteracies helps students to acquire knowledge and skills that they require in their future endeavors as it facilitates employment opportunities as well as social interactions. What was so amazing from the reading was the questions addressed ‘Why, what, and how’. This question provides the basics of having multiliteracy and the use of diverse pedagogical skills within the educational system. <br />
We need to be focused on what kind of pedagogy fits our educational system because the learning and teaching methodologies contribute to the effectiveness of the lessons provided. For instance, the banking method of education where teachers dictate and students are not given enough chance to contribute will never fit us but we need to use learner-centered or dialogue pedagogies where students' views and contributions are accepted so that students fills part of the education system. At tangible idea contributed is the situated learning where the experts will coach and give students to do learning activities and come with their initiatives. <br />
Lastly, the article addressed the need to use multiliteracies that encouraged the provision of indigenous education where the cont is relevant to the lives of locals to address challenges the communities are facing. Multiliteracies answer questions of how, why and what and provides meaningful knowledge and skills that lead to social change, (Cope & Kalantzis, 2009, p.167-168). Having engaged to a multi-literacy system of education where face to face and online learning activities are happening; I am so convinced to the ideas the article entails because using a different styles of <br />
teaching and learning activities helps students to be so competitive and so contextualized.<br />
<br />
'''Reference'''<br />
<br />
Cope, B. & Kalantzis, M. (2009). ‘Multiliteracies’: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.<br />
<br />
== Production 3 ==<br />
<br />
Video Link: <br />
<br />
https://studio.youtube.com/video/_V_bKOex5Tk/edit<br />
<br />
== Production 4 ==<br />
<br />
== Production 5==<br />
<br />
== Profduction 6 ==<br />
<br />
== Production 7 ==<br />
<br />
== Production 8 ==<br />
<br />
== Production 9 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2264Abdi Bishar2020-04-11T04:46:10Z<p>Bashir: /* Production 4 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Reflection 2==<br />
<br />
<br />
== "Multiliteracies’: New literacies, new learning. Pedagogies" ==<br />
<br />
<br />
The reading “Multiliteracies”: ‘New Literacies, New Learning’, have attracted my heart as it states the continuous changing of social and technological source of communication while developing a language of representation and communication in an academic or educational context and as well addresses the concern of constituting a proper and appropriate learning technique to the learners and the entire community of education. Surely, this reminds me the progressive and continuous change of the media of communication because in Dadaab camps in 1994 Hagadera and other comps used to go to the Dadaab town just to communicate their relatives outside the camps via the use of telegrams and line-line but now every teenage has a smartphone to communicate to their relatives. Most significantly, the use of social media as a communication centre has become a massive phenomenon in which it brought a positive and negative contribution to society. In academic context, technological pedagogy is developing the research methodologies where students can get access to educational resources that they might have the ability to be involved but only can through the use of online searches such as Google search, University libraries. To my experience as a student in Borderless High Education for Refugees (BHER) program, connected learning gives us the opportunity to learn with students from York University and exchange ideas as well as contextualizing the themes of the lesson. This is why the author reminds us that technology connecting students from different parts of the world and made the world as one global family. As the world is changing the pedagogical methods have to improve and match the daily life activities so as to provide the practical knowledges and also help students to be independent by engaging researches as well as having dialogue among them, ( Mary Kalantzis, 2009, p. 172-173).<br />
The idea of Multiliteracies helps students to acquire knowledge and skills that they require in their future endeavors as it facilitates employment opportunities as well as social interactions. What was so amazing from the reading was the questions addressed ‘Why, what, and how’. This question provides the basics of having multiliteracy and the use of diverse pedagogical skills within the educational system. <br />
We need to be focused on what kind of pedagogy fits our educational system because the learning and teaching methodologies contribute to the effectiveness of the lessons provided. For instance, the banking method of education where teachers dictate and students are not given enough chance to contribute will never fit us but we need to use learner-centered or dialogue pedagogies where students' views and contributions are accepted so that students fills part of the education system. At tangible idea contributed is the situated learning where the experts will coach and give students to do learning activities and come with their initiatives. <br />
Lastly, the article addressed the need to use multiliteracies that encouraged the provision of indigenous education where the cont is relevant to the lives of locals to address challenges the communities are facing. Multiliteracies answer questions of how, why and what and provides meaningful knowledge and skills that lead to social change, (Cope & Kalantzis, 2009, p.167-168). Having engaged to a multi-literacy system of education where face to face and online learning activities are happening; I am so convinced to the ideas the article entails because using a different styles of <br />
teaching and learning activities helps students to be so competitive and so contextualized.<br />
<br />
'''Reference'''<br />
<br />
Cope, B. & Kalantzis, M. (2009). ‘Multiliteracies’: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.<br />
<br />
== Production 3 ==<br />
<br />
Video Link: <br />
<br />
https://studio.youtube.com/video/_V_bKOex5Tk/edit<br />
<br />
== Production 4 ==<br />
<br />
== Production 5==<br />
<br />
== Profduction 6==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2138Abdi Bishar2020-03-03T13:14:54Z<p>Bashir: /* Production 2 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Reflection 2==<br />
<br />
<br />
== "Multiliteracies’: New literacies, new learning. Pedagogies" ==<br />
<br />
<br />
The reading “Multiliteracies”: ‘New Literacies, New Learning’, have attracted my heart as it states the continuous changing of social and technological source of communication while developing a language of representation and communication in an academic or educational context and as well addresses the concern of constituting a proper and appropriate learning technique to the learners and the entire community of education. Surely, this reminds me the progressive and continuous change of the media of communication because in Dadaab camps in 1994 Hagadera and other comps used to go to the Dadaab town just to communicate their relatives outside the camps via the use of telegrams and line-line but now every teenage has a smartphone to communicate to their relatives. Most significantly, the use of social media as a communication centre has become a massive phenomenon in which it brought a positive and negative contribution to society. In academic context, technological pedagogy is developing the research methodologies where students can get access to educational resources that they might have the ability to be involved but only can through the use of online searches such as Google search, University libraries. To my experience as a student in Borderless High Education for Refugees (BHER) program, connected learning gives us the opportunity to learn with students from York University and exchange ideas as well as contextualizing the themes of the lesson. This is why the author reminds us that technology connecting students from different parts of the world and made the world as one global family. As the world is changing the pedagogical methods have to improve and match the daily life activities so as to provide the practical knowledges and also help students to be independent by engaging researches as well as having dialogue among them, ( Mary Kalantzis, 2009, p. 172-173).<br />
The idea of Multiliteracies helps students to acquire knowledge and skills that they require in their future endeavors as it facilitates employment opportunities as well as social interactions. What was so amazing from the reading was the questions addressed ‘Why, what, and how’. This question provides the basics of having multiliteracy and the use of diverse pedagogical skills within the educational system. <br />
We need to be focused on what kind of pedagogy fits our educational system because the learning and teaching methodologies contribute to the effectiveness of the lessons provided. For instance, the banking method of education where teachers dictate and students are not given enough chance to contribute will never fit us but we need to use learner-centered or dialogue pedagogies where students' views and contributions are accepted so that students fills part of the education system. At tangible idea contributed is the situated learning where the experts will coach and give students to do learning activities and come with their initiatives. <br />
Lastly, the article addressed the need to use multiliteracies that encouraged the provision of indigenous education where the cont is relevant to the lives of locals to address challenges the communities are facing. Multiliteracies answer questions of how, why and what and provides meaningful knowledge and skills that lead to social change, (Cope & Kalantzis, 2009, p.167-168). Having engaged to a multi-literacy system of education where face to face and online learning activities are happening; I am so convinced to the ideas the article entails because using a different styles of <br />
teaching and learning activities helps students to be so competitive and so contextualized.<br />
<br />
'''Reference'''<br />
<br />
Cope, B. & Kalantzis, M. (2009). ‘Multiliteracies’: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.<br />
<br />
== Production 3 ==<br />
<br />
Video Link: <br />
<br />
https://studio.youtube.com/video/_V_bKOex5Tk/edit<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2022Abdi Bishar2020-02-20T11:49:04Z<p>Bashir: /* Production 3 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
Video Link: <br />
<br />
https://studio.youtube.com/video/_V_bKOex5Tk/edit<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2021Abdi Bishar2020-02-20T11:48:14Z<p>Bashir: /* Production 3 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
https://studio.youtube.com/video/_V_bKOex5Tk/edit<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2020Abdi Bishar2020-02-20T11:45:57Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
[[https://studio.youtube.com/video/_V_bKOex5Tk/edit]]<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2019Abdi Bishar2020-02-20T11:44:53Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 4 ==<br />
<br />
[[https://studio.youtube.com/video/_V_bKOex5Tk/edit]]== Production 3 ==<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2018Abdi Bishar2020-02-20T11:40:24Z<p>Bashir: /* Video Edited */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
<br />
<br />
[[https://studio.youtube.com/video/_V_bKOex5Tk/edit]]== Production 3 ==<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=2017Abdi Bishar2020-02-20T11:39:15Z<p>Bashir: /* Production 3 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
<br />
== Video Edited ==<br />
<br />
<br />
[[https://studio.youtube.com/video/_V_bKOex5Tk/edit]]== Production 3 ==<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1872Abdi Bishar2020-02-06T09:51:10Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
<br />
<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1871Abdi Bishar2020-02-06T09:50:35Z<p>Bashir: /* Reflection 1 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
<br />
The reading of the week was so amazing and relevant to our educational system as our education curriculum lacks the value of indigenous education and the significance of using technology in the education system. <br />
Let me start with the reading “Indigenous Knowledge and the Story of the Bean, by Brayboy”, within this article the significance of indigenous education is emphasized since the author clearly mentioned that indigenous education entails and encourages creativity, critical thinking and inquiry-based education that is relevant to the local life and culture. For instance, the author acknowledged the difference between the western education and the indigenous education where the western education lacks some special context while the indigenous education system is contextualized and particular to the settings, “Indigenous knowledge is also inherently tied to land, not to land in general but to particular landscapes, landforms, biomes where ceremonies are properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated”, (Brayboy & Maughan, 2009, P.10). This clearly indicates that the western education system does not relevant to the living ways of the local communities thus leading them to a system they have no knowledge and experience for it. For instance, I remember at my primary level of education we use to learn subjects like social studies and most of the geographical landscapes were from outside our context thus the lessons mostly seemed difficult to us since it is not relevant to our way of living. Despite that we had prominent political leaders, big rivers and mountains in our constituency they are not entailed or acknowledged within the curriculum taught thus this made people believe that their identities are not recognized in the education system thus some parents decided not to take their children to schools which in turn lowered the literacy level. The most important part of the reading is indigenous knowledge helps students use their live experience and use it as practically, for instance, knowledge of Beans where the society new the way of planting, and growing using their life experience; this gives power and independence as they can do things in their own way.<br />
The other related article is the “Complexity Pedagogy and e-Learning: Emergence in Relational Network”, which the main theme is the use of a network community of learning while shifting from the teacher centred approaches. The most inspiring thing that shows the recognition of indigenous knowledge is the use of Daagu ‘a new platform of e-learning’ which is the traditional way of imparting knowledge to the Afar community in Ethiopia. The Daegu promotes inclusivity, diversity and common interest among the Anfar community in which they acknowledge their past knowledge and skills to enhance their knowledge and experience in a contextualized way.<br />
In short, the two articles are interrelated as they show up the significance of using a system of education that is contextualized and have a meaningful learner-centered approach that as well as acknowledge the indigenous education system. Use of technology, where students take part most of the work was the basics, thus shifting from the teacher-centric to network communities of learning, (p.206).<br />
<br />
'''Reference:'''<br />
Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.<br />
Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1870Abdi Bishar2020-02-06T07:28:04Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
''''''''Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas).''' ''Italic text'''''''<br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1869Abdi Bishar2020-02-06T07:20:42Z<p>Bashir: /* Production 1 */</p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Reflection 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1868Abdi Bishar2020-02-06T07:19:54Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right| Abdi Bishar]]<br />
<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1867Abdi Bishar2020-02-06T07:18:58Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
<br />
[[File:Pic_with_the_Camels.jpeg|250px|thumb|right|alt map]]<br />
<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1866File:Pic with the Camels.jpeg2020-02-06T07:16:29Z<p>Bashir: Bashir uploaded a new version of File:Pic with the Camels.jpeg</p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1865Abdi Bishar2020-02-06T07:14:12Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
[[File:Example.jpg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1864Abdi Bishar2020-02-06T07:12:46Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
[[File:File.|250px|thumb|right|TBL map]]]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1862Abdi Bishar2020-02-05T19:56:25Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
[[File:File.|250px|thumb|left|alt text]]]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1861File:Pic with the Camels.jpeg2020-02-05T19:53:29Z<p>Bashir: Bashir uploaded a new version of File:Pic with the Camels.jpeg</p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1860Abdi Bishar2020-02-05T19:51:23Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
[[File:Example.jpg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1859Abdi Bishar2020-02-05T19:40:10Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
<br />
[[Pic_with_the_Camels.jpeg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1858Abdi Bishar2020-02-05T19:39:40Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
[[Pic_with_the_Camels.jpeg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1857File:Pic with the Camels.jpeg2020-02-05T19:38:02Z<p>Bashir: Bashir uploaded a new version of File:Pic with the Camels.jpeg</p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1856Abdi Bishar2020-02-05T19:34:08Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, a pleasure to have the chance to share with you my biodata and a little of the academic details. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
[[File:Example.jpg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1855File:Pic with the Camels.jpeg2020-02-05T19:17:25Z<p>Bashir: Bashir uploaded a new version of File:Pic with the Camels.jpeg</p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1854Abdi Bishar2020-02-05T19:14:18Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''<br />
<br />
Hi all, pleasure to have the chance to share with you my biodata. I am Abdi Bishar Bashir living in Dadaab-Kenya who is pursuing his graduate studies "M. ED., Language, Culture, and Teaching) with York University through the Borderless High Education for Refugees (BHER). I am a teacher by profession and currently a Tertiary Education Program Mentor for the BHER program. I am motivated to provide a quality, inclusive and equitable education to all the students thus leading to full social transformation and sustainable education in the places where there are crises, (refugees and conflict-affected areas). <br />
[[File:Example.jpg]]<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1738File:Pic with the Camels.jpeg2020-02-01T11:41:49Z<p>Bashir: Bashir uploaded a new version of File:Pic with the Camels.jpeg</p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Pic_with_the_Camels.jpeg&diff=1705File:Pic with the Camels.jpeg2020-01-31T10:51:08Z<p>Bashir: </p>
<hr />
<div></div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1704Abdi Bishar2020-01-31T10:50:08Z<p>Bashir: /* Abdi */</p>
<hr />
<div>Hi, I am '''Abdi'''. <br />
<br />
''Welcome to my page.'' <br />
<br />
---<br />
<br />
<br />
== Abdi ==<br />
[[File:Example.jpg]]<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1703Abdi Bishar2020-01-31T10:49:40Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''. <br />
<br />
''Welcome to my page.'' <br />
<br />
---<br />
<br />
<br />
== Abdi ==<br />
<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Abdi_Bishar&diff=1702Abdi Bishar2020-01-31T10:48:57Z<p>Bashir: </p>
<hr />
<div>Hi, I am '''Abdi'''. <br />
<br />
''Welcome to my page.'' <br />
<br />
---<br />
<br />
Abdi<br />
<br />
== Production 1 ==<br />
<br />
Add content (text text text)<br />
<br />
== Production 2 ==<br />
<br />
<br />
== Production 3 ==<br />
<br />
<br />
== Production 4 ==</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=5855:_Cultural_Studies_of_Technology_for_Education&diff=14325855: Cultural Studies of Technology for Education2020-01-25T08:29:18Z<p>Bashir: </p>
<hr />
<div>Cultural Studies of Technology for Education / Winter 2020<br />
<br />
Production 2 - [[Technology Over Time]]<br />
<br />
'''Author Index Page'''<br />
<br />
----<br />
----<br />
<br />
[[Kurt Thumlert]]<br />
<br />
[[Your Name]] Once you do the double-brackets thing and hit save, a page will be created. Click on the red link you created, simply start writing - add content - and once you hit save, you have "created" your author bio page (link will turn blue to show that it is active).<br />
<br />
[[Melissa]]<br />
<br />
[[Amanda]]<br />
<br />
[[Bernardo]]<br />
<br />
[[Nancy]]<br />
<br />
[[Vima]]<br />
<br />
[[Abdi]]<br />
<br />
[[Alice]]<br />
<br />
[[Alysha]]<br />
<br />
[[Anthony]]<br />
<br />
[[Jair]]<br />
<br />
[[Abdi Aden]]<br />
<br />
[[Seraphin]]<br />
<br />
[[Deko]]<br />
<br />
[[Jawanir]]<br />
<br />
[[Abulogn]]<br />
<br />
[[Kassahun]]<br />
<br />
[[Mark]]<br />
<br />
[[Abdi Bishar]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a video tutorial that can help you. https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]</div>Bashirhttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=5855:_Cultural_Studies_of_Technology_for_Education&diff=14315855: Cultural Studies of Technology for Education2020-01-25T08:28:03Z<p>Bashir: </p>
<hr />
<div>Cultural Studies of Technology for Education / Winter 2020<br />
<br />
Production 2 - [[Technology Over Time]]<br />
<br />
'''Author Index Page'''<br />
<br />
----<br />
----<br />
<br />
[[Kurt Thumlert]]<br />
<br />
[[Your Name]] Once you do the double-brackets thing and hit save, a page will be created. Click on the red link you created, simply start writing - add content - and once you hit save, you have "created" your author bio page (link will turn blue to show that it is active).<br />
<br />
[[Melissa]]<br />
<br />
[[Amanda]]<br />
<br />
[[Bernardo]]<br />
<br />
[[Nancy]]<br />
<br />
[[Vima]]<br />
<br />
[[Abdi]]<br />
<br />
[[Alice]]<br />
<br />
[[Alysha]]<br />
<br />
[[Anthony]]<br />
<br />
[[Jair]]<br />
<br />
[[Abdi Aden]]<br />
<br />
[[Seraphin]]<br />
<br />
[[Deko]]<br />
<br />
[[Jawanir]]<br />
<br />
[[Abulogn]]<br />
<br />
[[Kassahun]]<br />
<br />
[[Mark]]<br />
[[Abdi Bishar]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a video tutorial that can help you. https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]</div>Bashir