Envirocare: A Collaborative Approach to Integrating Indigenous Ways of Knowing, Being and Doing into Curricula with a Digital Learning Space

Acknowledgements

We thank the Traditional Owners of all the lands, skies and waterways across this country. We would like to express gratitude to those that participated in interviews for Envirocare and reviewed the product that have kindly helped us to disseminate their messages. Additionally, we want to thank the Traditional Custodians of this land for Caring for Country and recognise that this land (never ceded) would not be the country it is now without thousands of generations of First Nations Peoples having cared for Country.

Key stakeholders

The development of Envirocare relied on the establishment of an interdisciplinary partnership. This was initiated by the Australian Council of Environmental Deans and Directors (ACEDD) and hosted by Deakin University, with a co-design approach to incorporate many voices of Aboriginal and/or Torres Strait Islanders.

Background

To enhance social justice and address inequalities there is a growing emphasis on ensuring graduates have the capabilities to work with and for First Nations peoples (Page, Trudgett and Bodkin-Andrews, 2019; Brinkmann, 2014). As such, Universities Australia supports higher education curricula to have Indigenous science embedded as an important step towards decolonisation of the curriculum (Universities Australia, 2022). This chapter suggests how this might be achieved in the current context: 1) where First Nations Australians are underrepresented in higher education, and 2) where non-First Nations educators are involved in respectfully designing and delivering Indigenous science curricula (Cooper et al., 2024).

First Nations science and knowledges are intimately linked to place/location, the science and knowledge is generated at that location to understand and to respectfully live in that location. Those designing First Nations curricula should generally ensure that the importance of place-based knowledge and knowledge systems is recognised and incorporated into learning (Ens et al., 2015). Therefore, here is a potential for tension to arise where a national resource is attempted. A nationwide approach, may automatically conflict with recognising that knowledge is place-based. However, the utility of a national resource delivering basic introductory content and skills was enough for the developers to attempt to walk this fine line between scalability and place-based learning.

Envirocare was deliberately designed to find a balance in respecting place-based knowledge and scalability. Envirocare does this by embracing the diversity of peoples in Australia and their shared value of Caring for Country to showcase Indigenous science and support cultural intelligence through reflective activities. Envirocare consciously avoids teaching deeper content which should generally be place-based. The role of teaching specific place–based knowledge is left to the local academics. We aim for Envirocare to be a solid introductory resource so that those local academics can focus on adding learning that does vary with place, degree and student learning level.

Reflections from third space workers

From the lens of working in the third space we share our reflections on developing Envirocare and the impact that this had on our personal and professional development. For example,

“Some instances of things…I didn’t know at all.” – project team member.

This collaboration allowed us to share experiences and reflect on how our involvement impacted our own cultural intelligence. Being part of the project, gave us the opportunity to engage in and with First Nations culture.

“…there are a lot of things that I didn’t know, and that I’m learning… it is an interesting experience and exciting, there’s not that many other opportunities to meet it, and to interact with the culture and to interact with First Nation’s people directly.” – project team member.

We were developing a space for learning, and with that space, we developed, learning about the diversity of First Nations groups and the richness of that diversity.

“We thought some plants were native when they were not, or we gathered image of a sacred dance which we learned that it’s actually not okay to share, because a sacred dance is meant for certain eyes only and not to be shared widely.” – project team member.

The reflections on our own realities moved our identities, our perceptions of the world and perceptions of what students could be learning through completing the modules.

“…and it’s a beautiful experience.” – project team member.

Our experience of learning about culture was through being involved in a collaborative project, which fostered relationships that encouraged interaction and though feedback, helped build our confidence in building First Nations learning material for students. This development of the resource allowed us to feel as if we gained a level of expertise in producing resources which privilege representations of First Nations peoples.

“…getting that guidance from them is very rich and fairly unique.” – project team member.

Guidance from First Nations peoples gave us confidence in what we were creating. By the end of the project, we developed a sense that we were a vessel for what they wanted, and needed to be created, to spread their messages. This was not just through multiple levels of collaboration, but it was through shared respect, and our natural inquiry to understand and learn.

How was Envirocare developed?

The creation of Envirocare brought complex dialogue and decisions about inclusion, representation, access and learning design (see Figure 1). These were approached with implicit openness from the project team, leading to enrichment of the digital learning space as well as personal development. The methodology for this collaborative process is described below.

Developing a framework for the digital learning space

The project team at Deakin University, with some experience in developing Indigenous knowledge learning resources with First Nations peoples in the university setting, recognised the broader pedagogical value of collaborating broadly to produce a national open access digital learning space. The team at Deakin University identified how to host a digital learning space that could allow sharing of knowledge through open access, a key challenge in the project. This platform could offer a safe learning space that featured interactive self-assessments, self-reflections and ability for students to evidence learning.

The development of the digital learning space was supported by weekly project team discussions, which brough opportunities to reflect on the projects aims and the content of Envirocare. These meetings allowed the team to assess how existing infrastructure, and systems enable these types of projects or hindered their development. Regular discussions enabled the team to evaluate the impact of this work, refine the narrative being conveyed, and explore opportunities to deepen the knowledge of the project team members.

Strategy for designing learning

The learning was designed through a collaboration between a teaching academic, the Academic Lead, Learning Designers and Indigenous Strategy and Engagement team from Deakin University and external First Nations experts. The learning design approach aimed to:

• Help student understand how their own culture and experiences influences their life and beliefs,
• Teach about the impact of colonisation including the continuing impacts,
• Introduce a large range of First Nations voices to the students,
• Ensure the resource was culturally safe for First Nation’s students,
• Teach about Indigenous science concepts that are relevant to all science students in Australia,
• Be majority written and spoken by First Nations peoples.

Techniques for visualisation

The graphical design for Envirocare considered how to capture diverse representation from across Australia in the visual appearance of the learning space. In doing so, the designers took inspiration from going onto Country and exploring the native flora and fauna (see Figure 2).

The visual assets that evolved demonstrate a holistic interdependence between the First Nations peoples and the environment, serving as a reminder of the deep cultural connections and responsibilities that First Nations peoples have with Country, set against the backdrop of diverse Australian landscapes.

Key outcomes

The key outcome for the project was the development of a national open access digital learning space, Envirocare, that could be accessed by students from universities across Australia to learn about Caring for Country (Figure 3). The digital learning space hosts four asynchronous modules that educators can use to support learning already happening in their class, to help students prepare for on-Country experiences, to add an element of Indigenous science which they use for assessment, or to offer students additional optional learning.

To be inclusive, modules can be completed at any time, any place, in any sequence and from anywhere with internet connection (Ciasullo, 2018). Once the modules are completed a certificate of completion is produced, per module or for the entire Envirocare content. The certificate can be submitted as evidence of attainment of the learning outcomes provided by Envirocare. This is being piloted with environmental science students and following national access the next stages are to understand how this can be embedded within curriculums and to understand the impact of such a resource.

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Image descriptions

Figure 1: Process map of the development of Envirocare

Initiation and Discovery

• Requestor started the process
• Project team request to create site
• Initial discussion with requestor and project team

Design, Development and Implementation

• Workshop options for a solution
• Discovery process was conducted by core project team
• Document project initiation document
• Website development
• Website development lifecycle includes:
  • Project management
  • Setup website
  • Creation of content and interviews
  • Creation and design of graphics
  • Setup quizzes and reflections for modules
  • Testing and quality assurance

• Completes website development

Launch and Rollout

• Website launched
• User access the site
• End of process

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Figure 2: The creation of visual assets for the digital learning space

This composite image consists of five horizontally displayed panels, each describing a different step in a process involving illustrating native plants and fauna of Australia. It is a Five-step process involving native plants and fauna. Images show native plants, cyanotype creation, digital plant illustrations, and animal sketches with a frog photo.

1. First Panel (Far Left) Step 1 Gathering native plants on country and drying them:
   • Overview: Close-up photograph of yellow flowering native plants.
   • Details: Bright yellow, elongated flower clusters amidst green leaves.
2. Second Panel, Step 2 Exposing the leaves to the sun to create a cyanotype:
   • Overview: Several pieces of leaves and flowers arranged on white rectangular papers, exposed to sunlight.
   • Details: Each paper holds different plant sprigs, including leaves and small flowers, positioned on a concrete surface.
3. Third Panel, Step 3 Developing the cyanotypes:
   • Overview: A cyanotype image showing white silhouettes of plants on a blue background, on a sheet of paper.
   • Details: Different plant shapes are outlined in white, contrasted sharply against the deep blue.
4. Fourth Panel, Step 4 Creating the digital assets:
   • Overview: Illustrations of various plant species, digitally scanned and recoloured.
   • Details: Displayed in different colours including yellow, red, orange, and black. The plants are stylized and scattered across the white background.
5. Fifth Panel (Far Right) Step 5 Drawing native fauna:
   • Overview: Combined image featuring animal sketches and a photograph.
   • Details: Upper part shows sketches of birds and fish in thin red-orange lines. The lower part features a clear, close-up photograph of a frog perched on brown grass, with a white outline drawing of the same frog.

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Figure 3: Demonstrates the students learning journey through Envirocare

Validate login credentials and grant access

1. Learner: starts with validating login credentials to grant access
2. Login to website: validate access to the website
3. Navigate through site and modules: progress through topics and modules

Progress through topics and modules

4. Work through content topics: completes reflections and quiz items in module
5. Complete quiz: completes quiz at end of each module
6. Complete modules: receive a certificate of completion for each module.

Completes all modules and receive certificate

7. Completes all modules: completes all modules
8. Final Certificate: after completing all modules, learner receives certificate of completion.

Return to image

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References

Ciasullo, A. (2018). Universal design for learning: The relationship between subjective simulation, virtual environments, and inclusive education. Research on Education and Media, 10(1), 42-48. https://www.jstor.org/stable/45381107

Cooper, G., Fricker, A., & Gough, A. (2024). Promoting First Nations science capital: Reimagining a more inclusive curriculum. International Journal of Science Education, 1-14. https://doi.org/10.1080/09500693.2024.2354077

Edgar, A. K., Tai, J., & Bearman, M. (2024). Inclusivity in health professional education: How can virtual simulation foster attitudes of inclusion? Advances in Simulation, 9(1), 15. https://doi.org/10.1186/s41077-024-00290-7

Ens, E. J., Pert, P., Clarke, P. A., Budden, M., Clubb, L., Doran, B., Douras, C., Gaikwad, J., Gott, B., & Leonard, S. (2015). Indigenous biocultural knowledge in ecosystem science and management: Review and insight from Australia. Biological Conservation, 181, 133-149. https://doi.org/10.1016/j.biocon.2014.11.008

Universities Australia. (2022). Universities Australia Indigenous strategy 2022-25. https://universitiesaustralia.edu.au/wp-content/uploads/2022/03/UA-Indigenous-Strategy-2022-25.pdf

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Acknowledgement of peer reviewers

The authors gratefully acknowledge the following people who kindly lent their time and expertise to provide peer review of this chapter:

• Lisa Grbin, Open Education Librarian, Deakin University
  

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How to cite and attribute this chapter

How to cite this chapter (referencing)

Edgar, A. K., Piskiewicz, L., Ratnatunga, S., Neylan, A., Ross, R., Kilmartin-Lynch, S., Beasy, P & Ziebell, A. (2024). Envirocare: A Collaborative Approach to Integrating Indigenous ways of Knowing, Being and Doing into Curricula with a Digital Learning Space. In Open Education Down UndOER: Australasian Case Studies. Council of Australian University Librarians. https://oercollective.caul.edu.au/openedaustralasia/chapter/envirocare-a-collaborative-approach

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Envirocare: A Collaborative Approach to Integrating Indigenous ways of Knowing, Being and Doing into Curricula with a Digital Learning Space by Amanda K. Edgar, Lea Piskiewicz, Sureikha Ratnatunga, Anthony Neylan, Ruary Ross, Shannon Kilmartin-Lynch, Paris Beasy and Angela Ziebell is licensed under a Creative Commons Attribution 4.0 International licence.

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*Title of your adaptation* is adapted from Envirocare: A Collaborative Approach to Integrating Indigenous ways of Knowing, Being and Doing into Curricula with a Digital Learning Space by Amanda K. Edgar, Lea Piskiewicz, Sureikha Ratnatunga, Anthony Neylan, Ruary Ross, Shannon Kilmartin-Lynch, Paris Beasy and Angela Ziebell is licensed under a Creative Commons Attribution 4.0 International licence.