Towards an ICT Framework for Providing Inclusive Learning Objects for Indigenous Learners

There is a lack of a suitable formal standardization for compiling culturally contextual learning materials, creating learning objects from this material, and delivering them to indigenous learners. Indigenous learners in this context may refer to any community that emphasizes ecological and rural associations, referred by many as a holistic way of thinking. Alternate pedagogical approaches based in indigenous thinking methodologies, indigenous world-views are required. A model that delivers a way in which to create learning objects from this epistemological perspective would provide great utility. A proposed model is rationalized and presented, using ontological/folksonomic and fuzzy-logic concepts. The innovativeness of this work lies in the ability of the framework to bridge the gap between western educational pedagogy and indigenous holistic thought. The solution aims to provide relevancy in the learning objects used by indigenous communities. Future research includes an empirical study involving a pilot implementation of the model in a controlled environment.