Open Educational Practices and 21CC: Positioning their Significance

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    Abstract

    This conceptual paper positions the emergent emphasis of open educational practices (OEP) as it relates to the development of 21st century competencies (21CC) in marginalized learner populations of the Northern Territory in Australia. It identifies a convergence between a growing open agenda in education and the movement concerned with articulating and promoting the development of 21st century competencies with an emphasis on the empowerment of learners from multi-lingual and Indigenous backgrounds. By looking at theories from Friere, Yolŋu Learning on Country, Distance Education and English as Another Language approaches, this work considers the entrepreneurial learner from a number of specific perspectives that can enhance the uptake of deeper learning exemplified in 21CC, via innovative learning design of OEP.
    Original languageEnglish
    Title of host publicationProceedings of the 23rd International Conference on Computers in Education ICCE 2015
    EditorsH Ogata
    Place of PublicationJapan
    PublisherAsia Pacific Society for Computers in Education (APSCE)
    Pages287-292
    Number of pages6
    Volume1
    Edition1
    ISBN (Print)978-4-9908014-7-2
    Publication statusPublished - 2015
    EventInternational Conference on Computers in Education (ICCE 2015) - Hangzhou China, Hangzhou, China
    Duration: 30 Nov 20154 Dec 2015
    Conference number: 2015 (23rd)

    Conference

    ConferenceInternational Conference on Computers in Education (ICCE 2015)
    Abbreviated titleICCE
    CountryChina
    CityHangzhou
    Period30/11/154/12/15

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    Cite this

    Funk, J., & Mason, J. C. (2015). Open Educational Practices and 21CC: Positioning their Significance. In H. Ogata (Ed.), Proceedings of the 23rd International Conference on Computers in Education ICCE 2015 (1 ed., Vol. 1, pp. 287-292). Japan: Asia Pacific Society for Computers in Education (APSCE).