Super Tentative, first draft.
- Design of open learning environments for Indigenous learning
- incommensurability between the ethos of technology (surveillance capitalism) and ethos of Indigenous communities and ways of knowing
- indigenous communities already a small voice; how do we amplify indigenous voices? should we amplify indigenous voices?
- aspirational narrative in Canada that open education is bent towards social justice
- do we have evidence that this is actually happening?
- Backlog of Indigenous students who need access to higher education as per TRC
- Geographical and technological isolation prevents some Indigenous students from travelling to a central campus for f2f coursework.
- to examine the suitability of using digital technologies and open education practices to respond to the TRC Calls to Action
- to determine how open educators can respectfully invite Indigenous learners to engage with digital technologies and open education practices to increase access to high-quality learning environments
- What role do non-Indigenous open educators have in responding to the TRC Calls to Action?
- do OEP increase access to higher education for Indigenous learners
- which multi-access learning models are preferred by remote students?
- micro-campus (f2f logistics + centralized curriculum)
- tier 1 - f2f, on campus, paced
- tier 2 - synchronous, remote, paced
- tier 3 - asynchronous, remote, paced
- tier 4 - open , asynchronous, remote, self-paced
- UN Millenium development goals open education - Nathan Lane
- Weller on risks of open ed
- veletsianos on faculty in the open
- what ways can people who choose not to, or should not, be open on the internet, participate in the 'affordances' of open education?
- giving back to community (reciprocity)
- Open as: