1. Increased career opportunities for youth
2. Process to develop transferrable Vital Outcome Indicators
2.1. Google Chrome use
3. Data
3.1. How many participants
3.2. How many entries
3.3. How many views
3.4. How many comments/feedback
3.5. 4 Next Steps
3.5.1. 1. Concept map training
3.5.2. 2. Other stuff
4. Define Access Levels
4.1. Who can Edit which pages?
4.2. Who can access secure /private information
4.3. Who can deny access due to bad behavior
5. Create knowledge
5.1. Discussion Forums
5.2. Blogs
5.3. Video BLogs (YouTube)
5.4. Documents (Google Docs, Word)
5.5. Ushahiti
6. Robin
6.1. epistemologies
6.1.1. Researcher knowing
6.1.2. community knowing
6.1.2.1. Views of Time
6.1.3. community spirituality
6.2. Reflection
6.2.1. September 27, 2011
6.2.2. New node
7. Archive Knowledge
7.1. Archive Techology generated knowledge
7.2. Archive locally generated knowledge
7.2.1. Interviews (paper or video)
7.2.2. Facilitated Sessions (Audio, Video, paper, meeting records)
7.2.2.1. New node
7.2.3. Official Reports
8. Data Collection
8.1. Ushahiti
8.1.1. Crowd sourced data
8.1.2. tech agnostic
8.1.2.1. SMS
8.1.2.2. email
8.1.2.3. voice mail
8.1.2.4. web page
9. Deliverables
9.1. identify community outcome indicators
9.2. Promote and contribute to scholarly efforts in ed research
9.3. Three Hallmarks of the VOICE project
9.3.1. OCAP
9.3.1.1. Ownership
9.3.1.1.1. Refers to the relationship of a First Nations community to its cultural knowledge/data/information. The principle states that a community or group owns information collectively in the same way that an individual owns their personal information. It is distinct from stewardship [or possession].
9.3.1.2. Control
9.3.1.2.1. The aspirations and rights of First Nations to maintain and regain control of all aspects of their lives and institutions include research, information and data. The principle of control asserts that First Nations Peoples, their communities and representative bodies are within their rights in seeking to control all aspects of research and information management processes which impact them. First Nations control of research can include all stages of a particular research project – from conception to completion. The principle extends to the control of resources and review processes, the formulation of conceptual frameworks, data management and so on.
9.3.1.3. Access
9.3.1.3.1. First Nations people must have access to information and data about themselves and their communities, regardless of where it is currently held. The principle also refers to the right of First Nations communities and organizations to manage and make decisions regarding access to their collective information. This may be achieved, in practice, through standardized, formal protocols.
9.3.1.4. Possession
9.3.1.4.1. While ownership identifies the relationship between a people and their data in principle, possession or stewardship is more literal. Although not a condition of ownership per se, possession (of data) is a mechanism by which ownership can be asserted and protected. When data owned by one party is in the possession of another, there is a risk of breach or misuse.T his is particularly important when trust is lacking between the owner and possessor.
9.3.2. Co-create knowledge.
9.3.2.1. Changes to teaching methods and curriculum
9.3.2.2. Community based participatory action research
9.3.2.3. Expert and Lay Knowledge, different but equally important.
9.3.3. Community engagement
9.3.3.1. Communicate research results among various communities
9.3.3.1.1. Make Results Openly Available
9.3.3.1.2. Archive Research Results
9.3.3.1.3. Utilize technology to rapidly disseminate knowledge (Feeds)
9.4. Develop innovative and integrated plan for communication and dissemination of information
9.4.1. Subgroups of academic researchers
9.4.2. PR
9.4.3. Larger academic researchers
9.4.4. Providing a channel for inputs from communities lay and academic
9.4.4.1. Tech agnostic PC
9.4.4.2. Wiki and Web.2
9.4.4.3. Channel agnostic, email, SMS,
9.4.4.4. Video-conferencing
9.4.4.5. forums
9.4.5. VOICE-IT Items from budget p. 3
9.4.5.1. Computer hardware
9.4.5.1.1. Laptops
9.4.5.2. IT Services
9.4.5.2.1. Webhosting
9.4.5.2.2. Web design
9.4.5.3. VOICE-IT knowledge mobilization sites
9.4.5.4. Specific Training Activities for students
9.4.5.4.1. Digital competencies
9.4.6. Communities
9.4.7. VOICE-IT Hub site
9.4.7.1. Student hired to maintain
9.4.7.2. disseminate information publicly, nationally and internationally.
9.4.7.3. Oversight committee
9.4.7.4. information repository
9.4.7.5. enable the simultaneous generation, saving, integration, and availability of information
9.4.7.6. Support the concept of "research as a journey" rather than "research as a destination"
9.4.8. Innovative use of web based technology for research approaches
9.4.8.1. wikis and blogs to support narrative inquiry in the form of reflective personal stories from various audiences including youth
9.4.8.2. information gathering mechanisms
9.4.8.2.1. online surveys
9.4.8.2.2. videoconferencing and teleconferencing
9.4.8.2.3. e-disscussions
9.5. Community Based Participatory Action research
9.5.1. The importance and role of the community-based researchers
9.5.2. the move toward decolonization of research design, methodology, and analysis
9.5.3. Generate research practitioners
9.5.3.1. Buntep
9.5.3.2. UCN Teacher prep
9.5.3.3. Brandon U Grad students
9.5.3.4. Non academic participant researchers
9.5.3.5. Participatory action research PAR
9.5.4. allow space and voice for the emergence of alternative discourse
9.5.5. Research Themes
9.5.5.1. Theme 1:Understanding the current context of community engagement including children and youth
9.5.5.2. Theme 2: Identifying vital outcome indicators for children and youth in the community
9.5.5.3. Theme 3: Engaging the community in the development and use of vital outcome indicator of success for children and youth
9.5.5.4. Theme 4: Engaging children and youth for the community
10. Meeting Times
11. Success
11.1. improved educational outcomes
11.2. improved workplace skills
11.3. increased engagement in community leadership and activities
11.4. retention of FNMI language and culture
11.5. More effective youth success programs
12. Ethics Approval
12.1. Knowledge Mobilization subgroup
12.1.1. BUREC Application
12.1.1.1. 1. General Information
12.1.1.1.1. PI
12.1.1.1.2. Co-Investigator
12.1.1.2. 2. Project Title
12.1.1.2.1. Social Media Adoption for VOICE-IT Knowledge Mobilization Subcommittee
12.1.1.3. 3. Funding Information
12.1.1.3.1. Is project currently funded
12.1.1.4. 4. Other Ethics approval
12.1.1.4.1. UCN
12.1.1.4.2. New node
12.1.1.5. 5. Project Duration
12.1.1.6. 6. Project Description
12.1.1.6.1. Use of social media
12.1.1.6.2. Develop a model for larger committee
12.1.1.6.3. Grounded Theory
12.1.1.7. 7. Risks to Research Subjects
12.1.1.7.1. Minimal risk
12.1.1.8. 8. Other persons Involved in Data collection
12.1.1.8.1. Lisa, Carmen, Brenda
12.1.1.9. 9. Security, Storage, and Disposal of Data
12.1.1.10. 10.Benefits to Research subjects
12.1.1.11. 12. Confidentiality of Research subjects
12.1.1.12. 11. Procedures for obtaining consent
12.1.1.13. 13. Data Use by Third Parties
12.1.1.14. 14. Use of deception in project
12.1.1.15. 15. Debriefing of Research Subjects
12.2. What are the ethical considerations for social media use?
12.2.1. Research using online data that is exempt
12.2.1.1. TCPS Article 2.2
12.2.2. Research using online data not exempt
12.2.2.1. TCPS Article 2.2