Operating Methodology
The goal of Sedna is to provide chance to every child of research to be a scientist who connect with every research undertaken in the globe. The highlights of Sedna connect are described below.
Part — 1 (Data Collection)
The “field research” that comprises part of the foundation for the Indigenization Strategy of Aboriginal Literacy has been tabulated in the form of “raw data.” This raw data takes the initial form of the verbatim responses from the Elders, practitioners, Aboriginal adult learners, and focus groups. To make sense of this data, Sedna platform has quantified the data by classifying the data into thematic categories and statistically calculating them into overall percentages. To further aid in the reader’s comprehension of this massive amount of information, Schneider translated the statistical averages of the different responses into graphs, charts, and tables in addition to providing lists of the verbatim responses.
Another methodology was also used to further amplify and clarify the numerous voices of the participants who have generously lent their support to this literacy project. In order to allow these voices to speak for themselves, the direct and sometimes indirect quotations of the Elders, literacy practitioners, Aboriginal adult learners and focus groups have been arranged in narrative (or story) form to speak on the questions and issues that were addressed to them.
We believe, every person is scientist and scientist have deep knowledge of subject matter in which they want to do something. Laboratory take advantage from all report that submitted in Sedna network. At Sedna platform, after satisfying at enterprise level requirement, research data classified in particular field and participant who are ongoing on same field automatically join that research.
Primary work of Sedna platform is collecting data source and make available to participant who want to access subject matter. In that scenario, individual research cost is reduced marginally. In alliance network, all segment research integrated with same platform so that all the participant can work together. for example, if any chemical engineer or farmer want to make any pesticides and they don’t have knowledge about anything, they can collect sample from population, primary observation, collect reports, experiment, trial, legal opinion from expert and start their finding from last and best available result for him.
the Elders who so graciously shared their stories and experiences of learning to read, write, and for their valuable advice throughout this project;
the Practitioners who provided us with curriculum, resources, and, most importantly, their valuable input and direction;
the communities who allowed us to enter and discuss literacy with community members; and
the Friendship Centers and other organizations who allowed us to administer our surveys and focus groups.
Part-2 (Skill Developing Program)
I. Focus Groups
The researchers presented the focus groups with a list of Research Workplace Essential skills:
1. Understanding and ability to use reports, letters, and equipment manuals;
2. Communicating effectively;
3. Understanding and ability to use documents (safety instructions, assembly directions, maps etc);
4. Understanding and ability to use numbers by themselves or charts and tables;
5. Thinking critically and acting logically to solve problems and make decisions;
6. Using computers, technology, tools and information systems effectively;
7. Ability to build and work in teams;
8. Positive attitude toward change;
9. Willingness and ability to learn for life.
Asked if there were any skills missing from the list to be covered in an Research Workplace Skills program, the responses of the focus groups referred to two main areas: Research Relations and Skills Development.
1. Participant Relations
Within the context of the present discussion, to build participant relations is to create a social environment that will instill in team a sense of belonging and value and autonomy. To create such an environment, it is necessary to “foster a sense of belonging for research workplace environment.” Part of this process might be accomplished when employers “build worker confidence.” One way to boost participant confidence is research that “everyone has a place and purpose,” which is an original credo that has traditionally made some Indigenous nations exemplars of egalitarian societies in which everybody has a role, everyone is equal.
ways of correcting the mistakes in research and more on requesting participant to reflect upon what they have learned from mistakes: participant should “discuss what has been learned from mistakes as opposed to [imposing] disciplinary action.”
Since systemic racism might be part of the invisible emotional furniture of a workplace, “cultural safety training for all staff” might be necessary as a precaution against a racially biased work environment.
2. Workplace Skills Development
In addition to the development of the nine workplace essential skills mentioned at the beginning, the focus groups mentioned several other areas of skills that might be considered for development. Acknowledging the importance of the skills that participant already possesses, one participant of the focus group proposed: “Recognize and build on the skills research bring with them.” Part of a workplace skills training program might also “incorporate employee mentorship in the workplace.”
To tap into the individual talents, imaginations, and creativity of Research, researcher should make an investment in fostering “creativity, intuition, *and+ thinking outside the box in project.”
“Conflict resolution *workshops+ for all staff” will equip alliance with the skills to work harmoniously.
It is important to note that all of these proposals will produce more confident,
II. Adult Researcher
The Development of Workplace Skills
In order to make a successful transition from their educational careers and employment in the research, Researcher learners must consider what types of workplace skills that they will need to develop. Requested to respond to a series of inter-related literacy skills normally required in an research environment (whether business or government), learners felt that they needed development in the areas of reading texts, writing, speaking, critical thinking, and using documents and computers with writing ranking the highest among those skills needing improvement. Numeracy and interpersonal skills were also identified as in need of development.
Workplace Contributions to Success on the Research
Researchers find a suitable theory what contributions by their effort would enable them to be successful. The most highly ranked “contributor to success” was “natural knowledge.” Where natural knowledge may be either minimal or lacking, learners felt that “natural sensitivity training.
i. Researcher Research
For research project, it is recommended:
That courses in basic literacy skills be developed to enable Researcher learners to accomplish the basic yet indispensable research tasks of every-day life;
That task based upon a pedagogy of natural sharing be developed to foster more harmonious social relations between Indigenous and non-Indigenization people to reduce racial tension and to meet the technical and engineering challenges of the 21st century;
That Research education must be holistic based upon the teachings of the Medicine Wheel to address the spiritual, emotional, cognitive and physical needs of the whole learner;
That Alliance serve as a Provincial Resource Centre for Curricula which will store and disseminate the latest innovations in curriculum development and teaching pedagogies;
That Alliance provide training for practitioners to assist in the complete and successful implementation of the Indigenization Strategies;
That participant creativity in its varied forms should play a greater role in our programs as it is instrumental in producing social awareness and social transformation;
That more funding be made available to research to enable them to fulfil their basic needs and to pay for the exorbitant cost of instrument and material in order to attend trial and experiment to enter the research to become self-fulfilled and autonomous;
That indigenization strategies for Aboriginal Literacy Programs be adopted to address in a positive and successful manner the mental health and self-esteem of learners; the curriculum and modes of instruction of programs; and the potentially biased value-systems of instructors.
ii. Team Research
For Team Research Programs, it is recommended:
That Sedna provide a program and courses in Team Research Instruction to train Team literacy educators to go out and assist in program development in the communities;
That Alliance provide local workshops and innovative curriculum for Adult researcher who wish to become more proactively involved in research program development in their project.
