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In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.

Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.

Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.

This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

This study aims to build a better understanding of researcher needs regarding support for data that you create, store, and/or manage using an electronic lab notebook (ELN), also referred to as electronic research notebook (ERN). The study also articulates the need for risk assessment for ELN products used by researchers for both open data and sensitive data that require standards.

The author used a participatory action research mixed-methods approach. A working group was formed from an ELN initial meeting. The working group team investigated several institutional ERN solutions by setting up trials, speaking with representatives from other research universities with ERN solutions and conducting internal and external research. This culminated in a broader-scale survey exploration.

Findings reveal there is no single institutional ELN license solution to satisfy all scientific disciplines. There is a need to develop foundational tools needed by all, provide additional tools and uses cases with best practices that can be tailored to various labs and research processes and develop a how-to guide on how to assemble the parts to create a useful ELN solution.

The research implications include providing support for researchers selecting an ERN solution through a combination of online guides, short tutorials and training. There is a need to develop foundational tools, uses cases with best practices that can be tailored to various labs and research processes and how-to guide on how to assemble the parts to create a useful hybrid-ELN solution.

Practical implications include aligning available ERN solutions with other institution provided technologies across the research life cycle to provide researchers a suite of tools to conduct and manage their research. Further investigating educational license discounts for courses using eLabJournal, RSpace, Protocols.io, Open Science Framework, LabArchives or other ERNs currently funded by student course fees via grant funded projects are key implications.

Social implications include the research computing environments of researchers that use ELN solutions approved through institutional risk assessment for open data are in compliance with university regulatory frameworks for use of the software in research.

The originality of this study includes risk assessments of ELNs solutions to better guide researchers in the selection process. To the best of the author’s knowledge, this survey was the first exploration of ELN on campus resulting in a final report to senior stakeholders. This study also highlights a developing grant proposal to further develop support across labs and campus.