You can read more about the project from Mountain View Matters here.

To cite: Shankaruk, C., Houle, W., Lam, M., Duncan, H., Smith, C., Spence, S., Kirk, J. (2025). Umbay Nagamon: Final Report. CARES Research Centre.

You can read more about the project from Mountain View Matters here.

The following report seeks to build on the previous two reports and further explore the implementation and potentials of the Myera Virtual Farm. This third report is a curriculum scan and recommendations related to potential educational linkages to the existing Myera Virtual Farm environment and the Manitoba curriculum. As of December 2023, the Myera Virtual Farm is in a developmental stage with basic instructions, where students are able to complete simple tasks and move via virtual portals through a variety of levels representing stages in a circular farm local to the Manitoba environment. This current stage of development allows for significant opportunity to tailor virtual instructions and student interactions to include local Traditional Knowledge as well as government-authored learning objectives.

The intent of the Myera Group partnerships is to explore provincial curriculum based in Canada as well as internationally, at a variety of grade levels. As a result of the existing virtual infrastructure being linked to the Manitoba environment, the scope of this report will be limited to focused scan on the Manitoba, Grade 9 and 10 Science curriculum (2000) and Grade 11 and 12 Biology (2000). These particular grade levels are being identified, in part, as a result of recommendations from the previous Mini U Observation report, which indicated greater student satisfaction and engagement with youth who were over 12 years old (Myera/BU CARES, 2024).

Suggested Citation:

Hack, M., Watson, E., Lam, M., Spence, S., Poitras-Pratt, Y., Hardy, B., Forsythe, F. (2024). Myera virtual farm: Linkages to provincial Manitoba curriculum. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/curriculum-connections

The Myera Project is a joint collaboration between Myera, Inc., Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES) and the Rural Development Institute. The intention of this collaboration is to explore the opportunities to develop culturally-relevant STEM curriculum and education initiatives that may leverage extended reality technologies to promote community development, wellness, and food sovereignty in Indigenous communities. This report seeks to identify recommendations for utilizing extended reality technologies in education.

• Myera Group

• Function Four Ltd

• Brandon University Mini University (Mini U) program

• The Center for Applied Research and Education in Indigenous Rural and Remote Settings (BU CARES)

• The Rural Development Institute (RDI)

• Dr. Yvonne Poitras Pratt, University of Calgary Research Excellence Chair

• Dr. Laura Forsythe, University of Winnipeg

This project would like to acknowledge funding from Myera Group, Inc., Brandon University, BU CARES, Rural Development Institute, Function Four, Ltd., an Indigenous software development firm, the Protein Innovations Supercluster, the Southeast Resource Development Council, the Public Health Agency of Canada, and Type 2 Diabetes Prevention Challenge.

What are the implications of using Zoom for community-based research in rural Canada and what challenges need to be addressed when developing a hybrid study?

Suggested Citation:

Moura, G., Lam, M., Di Muro, M., Berg, K., Kirk, J., Miranda, S., Osiname, A., Watson, E. (2024). Employing Zoom in hybrid community-based research. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/zoom-for-community-based-research

On January 29th, 2024, virtual and in-person research hubs from rural locations across the province of Manitoba met to discuss experiences with polarization and strategies for depolarization. These hubs are part of a multi-step research project conducted by BU CARES with support from Brandon University and the Government of Canada.

Suggested Citation:

Lam, M., Berg, K., Di Muro, M., Kasamali, Z., Kirk, J., Miranda, S., Moura, G., Osiname, A., Watson, E. (2024). Depolarization for schools, community organizations, and relationships: Research report. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/depolarization-strategies-for-schools-and-community-organizations

During the months of July and August (2023), youth enrolled in the Brandon University Mini U program were taught how the Myera VR technology worked and were allotted time to explore the Myera Virtual Farm. Through these engagements, observations by the Brandon University (BU) researchers were made, and youth were granted the opportunity to provide feedback on the Myera Virtual Farm through administered surveys. The findings of these observations and surveys will be outlined in relation to each specific virtual space within the Myera Virtual Farm. Following this, a discussion on how this feedback applies to VR development with consideration to three development themes (the Guided Tour, Tutorials and Instruction; Gamification; and Unlocking Micro-Credentials) will be provided.

Suggested Citation:

Spence, S., Breedon, N., Lam, M., Poitras-Pratt, Y., Hardy, B., Forsythe, F., Di Muro, M., Hack, M., Kelly, W., Watson, E. (2024). Myera virtual farm: Mini U Observation Report. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/myera-virtual-farm-mini-u-observation-report

The Myera Project is a joint collaboration between Myera, Inc., Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES) and the Rural Development Institute. The intention of this collaboration is to explore the opportunities to develop culturally-relevant STEM curriculum and education initiatives that may leverage extended reality technologies to promote community development, wellness, and food sovereignty in Indigenous communities. This report seeks to identify recommendations for utilizing extended reality technologies in education.

• Myera Group

• Function Four Ltd

• Brandon University Mini University (Mini U) program

• The Center for Applied Research and Education in Indigenous Rural and Remote Settings (BU CARES)

• The Rural Development Institute (RDI)

• Dr. Yvonne Poitras Pratt, University of Calgary Research Excellence Chair

• Dr. Laura Forsythe, University of Winnipeg

This project would like to acknowledge funding from Myera Group, Inc., Brandon University, BU CARES, Rural Development Institute, Function Four, Ltd., an Indigenous software development firm, the Protein Innovations Supercluster, the Southeast Resource Development Council, the Public Health Agency of Canada, and Type 2 Diabetes Prevention Challenge.

Although it was a success, led to productive discussions, and furthered research outcomes (Lam et al., 2021), the unexpected methodological considerations inspired curiosity about the impact and factors involved in shifting to an online research methodology. In addition, the event led to further reflections about how moving the methodology online resulted in barriers and benefits for some participants.

Due to the rapid shift to online methodologies within rural community-engaged research as a result of the pandemic, a study resulted that explored three major questions.

1. What are the impacts of employing online platforms such as Zoom for community-engaged research?

2. What challenges may be encountered by shifting to an online methodology?

3. How might these challenges be creatively overcome?

Suggested Citation:

Moura, G., Lam, M., DiMuro, M., Berg, K., Kirk, J., Miranda, S., Osiname, A., & Watson, E. (2024, February). Innovative Approaches to Research in the Pandemic: Exploring the Potential of Large-Scale Online Community-Based Discussion Platforms. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/innovative-approaches-to-research-in-the-pandemic

Given that the average age of traditional Indigenous harvesters of fish, wild rice and traditional food and medicines is 60-70, how can we support youth to preserve and restore cultural ways of managing food systems? What role can advanced manufacturing, machine learning and AI play in helping to create a new generation of Indigenous innovators? Can the benefit of these innovative technologies create enough value and be employed in rural and northern communities, further inspiring youth to stay in community?

The Myera Project is a joint collaboration between Myera, Inc., Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES) and the Rural Development Institute. The intention of this collaboration is to explore the opportunities to develop culturally-relevant STEM curriculum and education initiatives that may leverage extended reality technologies to promote community development, wellness, and food sovereignty in Indigenous communities. This report seeks to identify recommendations for utilizing extended reality technologies in education.

This project would like to acknowledge funding from Myera Group, Inc., Brandon University, BU CARES, Rural Development Institute, Function Four, Ltd., an Indigenous software development firm, the Protein Innovations Supercluster, the Southeast Resource Development Council, the Public Health Agency of Canada, and Type 2 Diabetes Prevention Challenge.

Suggested Citation:

Hack, M., Spence, S., Lam, M., Poitras-Pratt, Y., Hardy, B., Watson, E., Forsythe, F., Di Muro, M., Kelly, W., (2024). Empowering Indigenous Education: A comprehensive review of extended reality literature and projects. Brandon University Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings (BU CARES). https://www.bucares.ca/publications/empowering-indigenous-education

The purpose of this qualitative report is to understand the experiences of the professional level immigrants in Brandon, Manitoba through their participation in interviews that were conducted between November and December 2022.

This report is the second report to be generated from the larger study that aims to address concerns with credentialing, ensure equity in the recruitment/employment process, and identify the supports that are required to build bridges between the immigrant professional population and local employers. Employers in Brandon have recently indicated shortages of qualified applicants for professional level positions and many qualified immigrants are faced with challenges of finding suitable employment.

Research has shown that the years of schooling and work experience that migrants accumulated before arrival in Canada are often not recognized and/or valued (Ferrer & Riddell, 2008; Guo, 2009; Kanu, 2008; Li, 2008). In fact, well educated immigrant professionals learn to ‘deskill’ their previous learning and work experience after arriving in Canada (Grant & Nadin, 2007; Guo, 2009; Li, 2008).

Many immigrants lack the background, connections, and support to navigate the Canadian labour market. As a result, immigrants are finding it difficult to find appropriate jobs in their field while they get stuck in low paying jobs (Ferrer & Riddell, 2008; Guo, 2009; Kanu, 2008). The findings from the professional level immigrant interviews provides insight into their experiences and needs and suggests implications for employers, Manitoba government, and Westman Immigrant Services (WIS).

The purpose of this report is to understand the information that was shared by professional-level immigrants in Brandon, Manitoba through their participation in an online survey they completed between November and December 2022. This interim report is the first report to be generated from the larger study that aims to address concerns with credentialing, ensure equity in the recruitment/employment process, and identify the supports that are required to build bridges between the immigrant professional population and local employers. Employers in Brandon have recently indicated shortages of qualified applicants for several professional level positions and many qualified immigrants are faced with challenges of finding suitable employment. Research has shown that the years of schooling and work experience that migrants accumulated before arrival in Canada are often not recognized and/or valued (Ferrer & Riddell, 2008; Guo, 2009; Kanu, 2008; Li, 2008). In fact, well educated immigrant professionals learn to ‘deskill’ their previous learning and work experience after arriving in Canada (Grant & Nadin, 2007; Guo, 2009; Li, 2008). Many immigrants lack the background, connections, and support to navigate the Canadian labour market. As a result, immigrants are finding it difficult to find appropriate jobs in their field while they get stuck in low paying jobs (Ferrer & Riddell, 2008; Guo, 2009; Kanu, 2008). The initial findings from the professional level immigrant surveys provides insight into their experiences and needs and suggests implications for Westman Immigrant Services (WIS).

This mixed-method study included a survey of 500 Manitobans, eight focus groups, the creation of four short films, accompanied by a facilitation guide, toolkits of educational resources for each film, multiple presentations in classrooms and professional development settings, and a follow-up survey. This report summarizes key findings from all stages of the project, presented together with relevant literature and illustrative quotes from participants. Recommendations that address the findings are included.

Our first initiative was a broad community consultation around the topic of belonging and anti-racism. This led to important findings and recommendations, including the need to facilitate connections and address barriers, particularly as they relate to power dynamics. Governance was mentioned as an area that could benefit from further exploration.

We began Community Voices: Board Talks as a follow-up initiative that was focused on defining diversity within governance, identifying power dynamics, and brainstorming strategies to facilitate equity. We held three focus groups that brought together board members from numerous boards within Brandon and the Westman area. The vast majority of these boards were non-profit or not-for-profit boards.

This report is one of the major outcomes of this second Community Voices initiative. Specifically, this report outlines (a) the themes that emerged from the focus groups and (b) systematic reviews of literature that connects to these themes as well as suggestions for ways forward.

The purpose of the research described in this report was to examine the roots and routes of homelessness in rural Manitoba contexts. We were interested in examining the root causes of individuals experiencing homelessness in rural communities, the routes they took to their current location(s), the services available within rural communities, and the gaps that existed in relation to supports and services available in rural contexts.

This included interviews with seven participants: three individuals and one couple who had experienced homelessness and mobility as well as two community members who had worked with individuals experiencing such challenges. The five initial participants, who all had links to rural communities (past or present), were interviewed in 2021 by the principal investigator (Candy Skyhar). The interviews were audio recorded. The two community members were interviewed (on video) in 2022 by a videographer hired for the project. Analysis of the data took place using audio/video transcripts and involved multiple phases to form our findings. Recommendations that address the findings are included in the full report.

The authors are grateful to the many people who took the time to respond to the survey, call, or email the authors with personal stories around the topic. These reflections are often painful, and we are grateful to have been entrusted with these accounts.

To cite: Lam, M., Humphreys, D., & Maltais Lapointe, G. (2022). Racism, bias, and discrimination in Manitoba. Brandon University CARES Research Centre. @Brandon University