1. Increased career opportunities for youth
2. Data
2.1. How many participants
2.2. How many entries
2.3. How many views
2.4. How many comments/feedback
2.5. 4 Next Steps
2.5.1. 1. Concept map training
2.5.2. 2. Other stuff
3. Define Access Levels
3.1. Who can Edit which pages?
3.2. Who can access secure /private information
3.3. Who can deny access due to bad behavior
4. Create knowledge
4.1. Discussion Forums
4.2. Blogs
4.3. Video BLogs (YouTube)
4.4. Documents (Google Docs, Word)
4.5. Ushahiti
5. Archive Knowledge
5.1. Archive Techology generated knowledge
5.2. Archive locally generated knowledge
5.2.1. Interviews (paper or video)
5.2.2. Facilitated Sessions (Audio, Video, paper, meeting records)
5.2.2.1. New node
5.2.3. Official Reports
6. Data Collection
6.1. Ushahiti
6.1.1. Crowd sourced data
6.1.2. tech agnostic
6.1.2.1. SMS
6.1.2.2. email
6.1.2.3. voice mail
6.1.2.4. web page
7. Meeting Times
8. Success
8.1. improved educational outcomes
8.2. improved workplace skills
8.3. increased engagement in community leadership and activities
8.4. retention of FNMI language and culture
8.5. More effective youth success programs
9. Ethics Approval
9.1. Knowledge Mobilization subgroup
9.1.1. BUREC Application
9.1.1.1. 1. General Information
9.1.1.1.1. PI
9.1.1.1.2. Co-Investigator
9.1.1.2. 2. Project Title
9.1.1.2.1. Social Media Adoption for VOICE-IT Knowledge Mobilization Subcommittee
9.1.1.3. 3. Funding Information
9.1.1.3.1. Is project currently funded
9.1.1.4. 4. Other Ethics approval
9.1.1.4.1. UCN
9.1.1.4.2. New node
9.1.1.5. 5. Project Duration
9.1.1.6. 6. Project Description
9.1.1.6.1. Use of social media
9.1.1.6.2. Develop a model for larger committee
9.1.1.6.3. Grounded Theory
9.1.1.7. 7. Risks to Research Subjects
9.1.1.7.1. Minimal risk
9.1.1.8. 8. Other persons Involved in Data collection
9.1.1.8.1. Lisa, Carmen, Brenda
9.1.1.9. 9. Security, Storage, and Disposal of Data
9.1.1.10. 10.Benefits to Research subjects
9.1.1.11. 12. Confidentiality of Research subjects
9.1.1.12. 11. Procedures for obtaining consent
9.1.1.13. 13. Data Use by Third Parties
9.1.1.14. 14. Use of deception in project
9.1.1.15. 15. Debriefing of Research Subjects
9.2. What are the ethical considerations for social media use?
9.2.1. Research using online data that is exempt
9.2.1.1. TCPS Article 2.2
9.2.2. Research using online data not exempt
9.2.2.1. TCPS Article 2.2
10. New node
11. Process to develop transferrable Vital Outcome Indicators
11.1. Google Chrome use
12. Robin
12.1. epistemologies
12.1.1. Researcher knowing
12.1.2. community knowing
12.1.2.1. Views of Time
12.1.3. community spirituality
12.2. Reflection
12.2.1. September 27, 2011
12.2.2. New node
13. Deliverables
13.1. identify community outcome indicators
13.2. Promote and contribute to scholarly efforts in ed research
13.3. Three Hallmarks of the VOICE project
13.3.1. OCAP
13.3.1.1. Ownership
13.3.1.1.1. 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].
13.3.1.2. Control
13.3.1.2.1. 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.
13.3.1.3. Access
13.3.1.3.1. 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.
13.3.1.4. Possession
13.3.1.4.1. 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.
13.3.2. Co-create knowledge.
13.3.2.1. Changes to teaching methods and curriculum
13.3.2.2. Community based participatory action research
13.3.2.3. Expert and Lay Knowledge, different but equally important.
13.3.3. Community engagement
13.3.3.1. Communicate research results among various communities
13.3.3.1.1. Make Results Openly Available
13.3.3.1.2. Archive Research Results
13.3.3.1.3. Utilize technology to rapidly disseminate knowledge (Feeds)
13.4. Develop innovative and integrated plan for communication and dissemination of information
13.4.1. Subgroups of academic researchers
13.4.2. PR
13.4.3. Larger academic researchers
13.4.4. Providing a channel for inputs from communities lay and academic
13.4.4.1. Tech agnostic PC
13.4.4.2. Wiki and Web.2
13.4.4.3. Channel agnostic, email, SMS,
13.4.4.4. Video-conferencing
13.4.4.5. forums
13.4.5. VOICE-IT Items from budget p. 3
13.4.5.1. Computer hardware
13.4.5.1.1. Laptops
13.4.5.2. IT Services
13.4.5.2.1. Webhosting
13.4.5.2.2. Web design
13.4.5.3. VOICE-IT knowledge mobilization sites
13.4.5.4. Specific Training Activities for students
13.4.5.4.1. Digital competencies
13.4.6. Communities
13.4.7. VOICE-IT Hub site
13.4.7.1. Student hired to maintain
13.4.7.2. disseminate information publicly, nationally and internationally.
13.4.7.3. Oversight committee
13.4.7.4. information repository
13.4.7.5. enable the simultaneous generation, saving, integration, and availability of information
13.4.7.6. Support the concept of "research as a journey" rather than "research as a destination"
13.4.8. Innovative use of web based technology for research approaches
13.4.8.1. wikis and blogs to support narrative inquiry in the form of reflective personal stories from various audiences including youth
13.4.8.2. information gathering mechanisms
13.4.8.2.1. online surveys
13.4.8.2.2. videoconferencing and teleconferencing
13.4.8.2.3. e-disscussions
13.5. Community Based Participatory Action research
13.5.1. The importance and role of the community-based researchers
13.5.2. the move toward decolonization of research design, methodology, and analysis
13.5.3. Generate research practitioners
13.5.3.1. Buntep
13.5.3.2. UCN Teacher prep
13.5.3.3. Brandon U Grad students
13.5.3.4. Non academic participant researchers
13.5.3.5. Participatory action research PAR
13.5.4. allow space and voice for the emergence of alternative discourse
13.5.5. Research Themes
13.5.5.1. Theme 1:Understanding the current context of community engagement including children and youth
13.5.5.2. Theme 2: Identifying vital outcome indicators for children and youth in the community
13.5.5.3. Theme 3: Engaging the community in the development and use of vital outcome indicator of success for children and youth
13.5.5.4. Theme 4: Engaging children and youth for the community