Open Educational Practices and 21CC: Positioning their Significance

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedings

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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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