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Gotha: Knowledge Authority, elder, supervisor and Ngandi ; has guided me, along with other senior women as supervision team to help navigate this space appropriately , with respect, and as a non-Indigenous person working between knowledge systems This image indicates the level of remoteness of the region in which the research was done
NI is a social policy research institute based at CDU. It’s a ‘Think tank’ where we work closely with and amongst Government ( territory and federal), Aboriginal corporations , scientific organisations and research bodies to develop real solutions to local issues that impact on people’s lives in the NT and beyond.
4 projects I worked on and helped develop, informed this research into thinking critically about OEP; I was a research associate on each of these projects The decision to look at the suite of resources and the ‘thing’ that they did – what practices did they encourage ? Practices were the data I analyzed. starting with 2014 PreVET, Djurwirr, FRDC Indigenous Fisheries Training Framework and Clips made by Staff at Warruwi, and the plant Biosecurity Indigenous Engagement Model.
Research questions which interrogated the studies to find out how the resources ‘did’ OEP; When taken out of a direct teaching-and –learning context, these projects cover open practices in an intersection of social policy areas, INCLUDING but not exclusively education ; This highlights ways OEP can present ways to manage knowledge and communication and continue to evolve how we do things
How I got to find out the answers: ***WFD in vocational education, Indigneous Learniers and knowledges, digitaslly availed Primary industries and science regulation / government The research methodology ; Developmental evaluation ; analysing bundle’s performance of openness; with a view to develop ideas about best practice to work among and between diverse knowledge systems.
Based on the nature of the projects; each of them relevant to CST , DECOL, andEval Framework criteria to make three filters to interrogate the Evaluation and process- oriented based on practices Functionally Successful to me means Valid, consensual, attempting to be decolonising, meeting criteria from eval frameworks
This study looks at HOW oep can be done as a VERB, to identify the complexities in defining what ‘open’ means in the context of this particular project bundle and make that part of an emerging framework for OEP for certain learner populations. This holds a lot of implications for how we continue with the incredible progress of providing open content for students and saving them millions of dollars, but also enabling participatory practices which continue to re-center the learner in open pedagogy
to identify the complexities in defining what ‘open’ means in the context of this particular project bundle and make that part of an emerging framework for OEP for certain learner populations.
With examples operating at interfacing knowledge systems beyond purely instructional ones, the management of knowledge and information values can be momentarily detached from discipline-specific narratives and promote participatory knowledge authorship, with respect to diverse ways of knowing. This adds a practice-based emphasis on processes and the ‘how’ of the open movement; not on ‘what’ items, resources or ‘hard’ data producing outputs.
This also opens up rigid qualification structures and offers skill sets in un-bundled and connected ways to other sets of resources and practices across the coastal regions
Authorship choice and agency – esp over licence and resource content – but also performative aspects of choice and agency
learning and knowledge management. This includes digitally mediated pedagogy and resources but more importantly focuses on the decision making and values demonstrated in how these practices materialise in content and delivery; the underpinning positioning of how knowledge is managed how else can openness be successful in its interaction with diverse learner cohorts? to engage learners more in their learning and therefore increase the likelihood of workforce success.
Traditional Ecological Knowledge shared on ALA / Citizen science and informing models for biosecurity surveillance tools in a pilot project; demonstration of how scientific and western management of information doesn’t collaborate with how Traditional information was shared.
Critical point here” how Gotha populated and showed up the techno-scientific design of digital infrastructure's failings to house diverse knowledge; or at least make room for it Boxes and design.
***Use at Gäwa school Gotha's seasonal Calendars and Bush Food research posters mapped against times of year – determine the curriculum in the local school and the practice there using two-way learning that acts as a dialogue- traditional family knowledge from the very homeland which engages students and teachers in a community of practice in situ
More participatory approaches such as promoted by open educational practice might increase levels of ownership over AND effective, meaningful participation in the knowledge management and authority practices. This participation could lead to more locally experienced and defined success in remote programs developed and delivered locally rather than from distant regional centres or the federal capital thousands of kilometres away.
The complex policy, cultural and historical contexts in which these practices need to occur should also not be dismissed, and likely hinder any shifts required in ownership. Despite this, the need to do things differently drives this study to explore how, at least from an educational practice position, ‘we’ can continue to evolve to adapt to increasing awareness of diverse ways of knowing, being and doing. WFD = developing a workforce but also developing “THAT’ workforce – inclusion in that process makes it more likely to be successful
Normalises participation, local contexts and people develop a local narrative around work
critical engagement in ceding ownership of management to different ways of thinking, doing and knowing for communities concerned.
Meaningful participation in managing the direction of community development and knowledge management in these contexts can illustrate how authority over key knowledge management
Ceremony process : narrative for co-creating knowledge – being trialed and adopted by Biosecurity regulatory agencies and ranger training
Changing the dynamic and dialogue
Open for Who? Working with OEP in Northern Australian Aboriginal Knowledge Systems. Oer19 jfunk
OER19, Galway, Ireland
Open for Who? Working with OEP in In Northern Australian
Aboriginal Knowledge Systems
Elders Past and Present
Supervision of NI Senior
The Bundle: 4 Projects
that are Open in
Open for Who? How do we make OEP functionally successful?
What is ‘Open’ about these Practices?
How is OP used in these contexts?
What are successful outcomes for these OP?
Who defines this and what matters?
NB: ‘Functionally successful’ for use
with their intended audience and how
relationships and learning can
• Validity claims
competence in the
• OER HUB ethics,
• NT specific
• OER Commons,
1. Definitions can determine Functions
• broad scope of knowledge systems, disciplines,
professionals and practices ; diverse means there is
room to be made
• OEP perform in the study’s projects and offer
opportunities for improvement
• OER definitions can be content-focused, not always
pedagogy-or-process; relevance to all 4 projects
2. OEP is an Authority Process
• Authorship Practices are more important than content
• Choosing a license is an Open practice
• Exercising knowledge authority
Example: FRDC leverages authorship knowledge authority
to create knowledge in situ *develops consensus
• Locally relevant to enterprise
• Connects to other resources
• Training package compliant
• unbundles longer
qualifications into skill sets /
• Collated with other skill sets
• Staff-created in
• RPL and curriculum
• Accessible tech
• Reproducible for
• Led by senior SH
3. OEP is a form of Knowledge Management
• Content and techno-dominated production can undermine
critically open practice with diverse knowledges
• Platforms can be used in ways that weren’t originally prescribed
Example: Djurrwirr situates praxis and reshapes tech the way it
appropriates and decolonises it; *distinguishes a platform's design
from how it’s used***Not Bowerbird Platform itself
• Primacy of Warramirri ecological
knowledge & languages
• Relationship of sightings to seasonal
markers and broader ecology
• Empowers and enables authority *if
used the right way
• Appropriated the platform tools to
demonstrate faults ; some boxes
• ***Aggregates data for ALA
4. OEP addresses diverse emergent workforce’s
• re-centers ‘Inclusion and Participation’
• Normalises participation
• Changes the narrative
Example: PreVET collaborates with learners where
they are * the most OER framework compliant
• middle school in
remote NT schools
• SH developed
• Hands on Offline
participation ; but
doesn’t Indigenise it
5. OEP Future proofs higher education
• Embeds DIALOGIC processes, not deliver content,
demanding responsive adaptations to our professional
• Developing the contemporary workforce; starts with
being open to people’s inherent competence
Example: PBCRC transcends and claims the public sphere,
develops a transformative distance
*the most criteria met in decolonising filters
Plant Biosecurity CRC
• engagement for partnership, not
• sharing knowledge through ‘two – way’
approach to policy
• Challenges conventional management of
stakeholder relationships and timeframes
• Focus on relationships, not data
Finalise theoretical and practical principles
Application to learning and teaching practices on multiple levels
Address limitations of ‘who defines this?’