My open education wicked question

How is it that we understand issues of academic precarity and we are not considering how that impacts on the adoption of course materials?

A culture of sharing teaching resources openly can save teachers time - but how do we carve out time for busy acaademics to upskill and promote OER?

How do we ensure access to those that cannot afford devices or are not in a position to access?

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How do we encourage academic staff to freely include OER in their teaching?

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Why is it that as educators we want to share knowledge with our students using teaching resources and yet we are unable (or unwilling?) to share with each other across institutions?

How do we overcome resistance to open resources being embedded into programmes, eg OER courses?

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Why is there resistance to adopting LiDA when it’s quality is proven

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Why do NZ tax payers fund the development of higher education course materials at state institutions, but taxpayers have to be paying an institutions for access to those materials? Aren’t they effectively paying twice? (When they could all be openly licensed)…

How is it that we work with excellent educators who want to make a difference for learners, and yet we are struggling to persuade them of the value and benefits of working with the OERu?

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Why does NZ have a competitive model for tertiary education institutions which has resulted in “wheel reinvention” with regard to curriculum materials among many other things, creating huge waste time and effort, and a disturbingly wide range of course qualities? Seems extraordinarily inefficient.

How is it that we are adopting biculturalism in our education models yet we are not considering where our student data is being stored (Cloud storage) off-shore in large Amazon, Google or Microsoft servers?

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Users of Open education will often engage to learn a specific skill and then move on once this has been done without worrying about assessment or credentialling. This is a valuable educational experience both for them and for society as a whole, but often leaves no trace that will generate metrics indicating the success of the learning experience as it will not be a completion.

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Why do NZ’s tertiary education institutions think it’s appropriate to require their students to accept the terms and conditions of foreign multinational corporations (and agree to having their data stored off-shore, outside the NZ jurisdiction) to do any study whatsoever?

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How is it that most agree in principle that open access education is a human right yet we are bound to the university structure of competitive personalised research ownership of information?

How is it that we all agree at an individual level OE is desirable yet we cannot get engagement at an institutional level?

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How can we incorporate student voice and representation in these disucssions

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How do we address access to the interface/ technology and digital literacy. For example, if we consider our key ideal “Empowering through OER” - in light of the iwi low rate of census response - and lack of Maori participation (10% of population).

How is it we have these resources yet we find teachers resist exploring and using them because perceptions about OER - re authentic/peer reviewed/reliable content?

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How come we have no national space e.g. National Library to collect the open textbooks and oer resources from Māori / Aotearoa NZ perspective?

Why do our ministries (e.g. Education, Health) always select foreign corporate proprietary platforms while rejecting the products of the commons, like open source software, which can be demonstrated to work while simultaneously embracing Tikanga Māori, data sovereignty (on-shore), and being low cost and reliable?