May 7 #ABOERJC Discussion Questions

Our next Twitter chat will be hosted by Rosemarri Klamn (@KlamnJam)

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

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?

#ABOERJC April 2, 2019

Discussion of Rajiv Jhangiani’s article “Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy,” facilitated by @marcpsinger.

Article Link:

Twitter discussion link:

April 2, 2019 Twitter chat discussion questions

Questions for #aboerjc on Jhangiani’s article “Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy

  1. Is the Open Ed Movement still a “movement”? What does it mean for an idea or approach to be a movement?
  2. Is there a meaningful difference between “open” and “free” from a student’s point of view?
  3. Should all #OER advocates become #OEP advocates? What if they don’t?
  4. What examples of effective #OEP have you encountered or used?
  5. Jhangiani quotes the proverb: “If you want to go quickly, go alone. If you want to go far, go together.” Is this possible, given the variety of contexts in which OER functions?

#ABOERJC March 5, 2019

Join us at 7 pm MST for a discussion of Sarah Lambert’s article “Changing our (dis)course: A distinctive social justice aligned definition of open education.”

Article link:

Moderator Cari Merkley @carilibrarian has provided the following questions to help you prepare for our discussion:

Question 1: What stood out for you most about this article?

Question 2: Were there any findings in the thematic analysis of the sample texts that surprised you? Anything you struggled with?

Question 3: What opportunities and/or challenges might emerge from the broad adoption of the proposed definition of open education with its focus on social justice?

Question 4: How do the concepts outlined in this article relate to discussions around Open Education Week? Do these concepts and values intersect, overlap, or diverge? For context, the following definition is provided on the Open Education Week website (thanks @erikasmith for suggesting this question).

Question 5: How well do our OE initiatives here in Canada (or that we are contributing to elsewhere) address the three principles of social justice (redistributive, recognitive and representational justice) outlined in the article? Are there any projects that you would like to highlight?

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