My open education wicked question


Each participant is invited to generate their own Open Education wicked question in the following form:

How is it that .... and we are .... (simultaneously)? 

Open education encompasses: Open Educational Resources (OER), Open Educational Practices (OEP), Open Access (OA), Free and Open Source Software (FOSS), Open science, Open Pedagogy, Open Policy etc.


How is it that OERu has an award winning OER online course, Learning in a Digital Age to promote digital literacies, and only one New Zealand institution has adopted the course as an elective for a local degree?

Click on the Reply button below to record your wicked question.

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I think most of all (students) have not skilled in online study or they have problems with connection to course.

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Why do we all believe OE is good but are unable to action it personally or institutionally?

How is it that we are in a climate emergency and we are not using a climate lens both in our own community and as advocates?

How is it that we are in a room without student voice and representation; how we can better engage with students?

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Why are we striving for improved efficiency in education yet not funding one of the most efficient models of assessing learning, Assessment of Prior Learning (APL)?


Why do so few tertiary institutions have open access strategies/ policies?

How is it that our learners need and would benefit from open educational resources, and yet our academic staff have completely full workloads that don’t allow for resource development?

How is it that Free and Open Source Software can spark and support innovative practice, and yet NZQA regulations are so restrictive that innovation in assessment and practice is constrained?

How is it that Open Educational Practices encourage cross-organisational collaboration, and yet the ITP sector and the University sector are in direct competition with each other?

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?


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


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)…

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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.