This research article examines the potential of distributed ledger technology (DLT) to decolonize the grading practices within Indigenous education, specifically within the context of a Massive Open Online Course (MOOC) grounded in Marxist pedagogy. The article explores the challenges faced by Indigenous students in traditional grading systems, which often perpetuate cultural biases and fail to recognize diverse forms of knowledge. By integrating DLT into the grading process, this study seeks to address these challenges and foster a more inclusive and equitable learning environment.
Drawing on critical pedagogy and decolonial theories, this research applies a mixed-methods approach. First, a literature review examines the historical and current grading practices in Indigenous education, highlighting their limitations and implications for Indigenous students. The review also explores the potential benefits of incorporating DLT in grading to promote transparency, accountability, and student agency.
Second, a case study is conducted within a MOOC designed for Indigenous learners, grounded in Marxist pedagogy. The MOOC employs a community-based approach, valuing Indigenous knowledge, culture, and ways of learning. The research team collaborates with Indigenous educators, students, and technologists to design and implement a DLT-based grading system that respects Indigenous values, promotes student self-assessment, and enables collective evaluation.
The study evaluates the impact of the DLT-based grading system on student learning, engagement, and retention. Data are collected through surveys, interviews, focus groups, and analysis of student artifacts. The results examine the extent to which DLT enhances student agency, encourages self-reflection, and fosters a sense of belonging within the MOOC. Additionally, the research investigates the challenges and opportunities that arise from implementing DLT in Indigenous education contexts.
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