Open Educational Practices and 21CC: Positioning their Significance

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.