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.
|Title of host publication||Proceedings of the 23rd International Conference on Computers in Education ICCE 2015|
|Place of Publication||Japan|
|Publisher||Asia Pacific Society for Computers in Education (APSCE)|
|Number of pages||6|
|Publication status||Published - 2015|
|Event||International Conference on Computers in Education (ICCE 2015) - Hangzhou China, Hangzhou, China|
Duration: 30 Nov 2015 → 4 Dec 2015
Conference number: 2015 (23rd)
|Conference||International Conference on Computers in Education (ICCE 2015)|
|Period||30/11/15 → 4/12/15|
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).