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Article: Funk, J. & Mason, J. (2015). Open Education Practices and 21CC: Positioning their Significance. Proceedings of the 23rd International Conference on Computers in Education. China: Asia-Pacific Society for Computer in Education. Retrieved from https://www.academia.edu/23393393/Open_Educational_Practices_and_21CC_Positioning_their_Significance?auto=download
1. Funk & Mason (2015) emphasize the significance of OEP to 21CC (skills), especially in marginalized learner populations of the Northern Territory in Australia. Do you see a connection between OEP and 21cc in your jurisdiction? Other jurisdictions? How so?
2. Authors give examples of how OEP is practiced by the Yolngu people of Australia, connecting Learning On Country concepts (p. 289) to develop Indigenous Fisheries Training practices (p.291). What role do culture and technology play in offering DE and OEP to isolated communities? How does this connect to skills training?
3. Australia (AU) and Canada (CA) have similar challenges with offering educational opportunities to students in isolated communities. Are you aware of ways that CA uses OEP? Have you experienced designing or delivering learning for isolated/indigenous communities?
4. Authors extend OER by emphasizing process, competence, application, and qualification vs. experience in developing innovative skills training strategies (p.288). Do these concepts resonate with your understanding of OEP? Of preparing learners for the workforce?
5. Common 21CC are communication, teamwork, problem solving, initiative/enterprise, planning/organizing, self-management, learning skills, and technology. Are you able to use OEP to shape these skills in your course design and delivery?