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Open for Who? Working with OEP in Northern Australian Aboriginal Knowledge Systems. Oer19 jfunk


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This is my presentation from OER19 about my PhD Study progress so far, yet to be completed.

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Open for Who? Working with OEP in Northern Australian Aboriginal Knowledge Systems. Oer19 jfunk

  1. 1. Johanna Funk OER19, Galway, Ireland April, 2019 Open for Who? Working with OEP in In Northern Australian Aboriginal Knowledge Systems
  2. 2. Acknowledgement. Larrakia Nation Warramirri Clan Elders Past and Present Supervision of NI Senior Staff and Knowledge Authorities
  3. 3. Gäwa, Dr Kathy Guthadjaka, AM (Gotha)
  4. 4. Open Research; To keep evolving how we do things to keep checking what else we can do to better serve the populations OPEN hopes to serve To use heart and mind ;Gulmulkhunnamirr
  5. 5.
  6. 6. The Bundle: 4 Projects that are Open in different ways
  7. 7. 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 continue improving
  8. 8. Critical Social Theory Decolonising Synthesis Evaluation Framework Criteria • Validity claims • learners’ experience • acknowledgement of backgrounds • Consensual dialogue, • placed competence in the public sphere • decolonising research Synthesis • Indigenous Project criteria and Colonising Practices • Empowerment in development, • OER HUB ethics, • NT specific evaluation practice, • OER Commons, JISC Institutional and Stakeholder themes
  9. 9. 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
  10. 10. 2. OEP is an Authority Process • Authorship Practices are more important than content production • Choosing a license is an Open practice • Exercising knowledge authority Example: FRDC leverages authorship knowledge authority to create knowledge in situ *develops consensus
  11. 11. • Locally relevant to enterprise requirements • Connects to other resources • Training package compliant • unbundles longer qualifications into skill sets / short courses • Collated with other skill sets and clips
  12. 12. • Staff-created in language, chose licence • RPL and curriculum compliant • Accessible tech • Reproducible for industries • Led by senior SH directives FRDC Validity Claims Evaluation Framework s Decolonisi ng Analyses
  13. 13. 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
  14. 14. • 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 were empty*** • ***Aggregates data for ALA Djurrwirr/ Bowerbird Validity Claims Evaluation Frameworks Decolonising Analyses
  15. 15. Seasonal Calendars
  16. 16. 4. OEP addresses diverse emergent workforce’s needs • re-centers ‘Inclusion and Participation’ • Normalises participation • Changes the narrative Example: PreVET collaborates with learners where they are * the most OER framework compliant
  17. 17. • middle school in remote NT schools • SH developed through PAR • Hands on Offline options, bandwidth adjustable • un/bundled • Normalises workforce participation ; but doesn’t Indigenise it PreVET Validity Claims Evaluation Frameworks Decolonising Analyses
  18. 18. 5. OEP Future proofs higher education • Embeds DIALOGIC processes, not deliver content, demanding responsive adaptations to our professional practices • 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
  19. 19. Plant Biosecurity CRC • engagement for partnership, not compliance • sharing knowledge through ‘two – way’ approach to policy • Challenges conventional management of stakeholder relationships and timeframes • Focus on relationships, not data PBCRC Validity Claims Evaluation Frameworks Decolonising Analyses
  20. 20. What next? Finalise theoretical and practical principles Application to learning and teaching practices on multiple levels Address limitations of ‘who defines this?’
  21. 21.