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Towards A FrameworkTowards A Framework
for the Co-Creation offor the Co-Creation of
Open ScholarshipOpen Scholarship
@Fred...
Open ScholarshipOpen Scholarship
BOYER’s Model of ScholarshipBOYER’s Model of Scholarship
Tools of CritiqueTools of Crit...
Boyer’s Model ofBoyer’s Model of
ScholarshipScholarship
4 Layer DIAT model defining the professioriate4 Layer DIAT model d...
Tools of Critique (1)Tools of Critique (1)
Started with Terry Anderson’s ALT-C KeynoteStarted with Terry Anderson’s ALT-C...
Tools of Critique (2)Tools of Critique (2)
Open Learn ;Open Learn ; Open Context Model of LearningOpen Context Model of L...
Discovery (Boyer)Discovery (Boyer)
Build new knowledge through traditionalBuild new knowledge through traditional
research...
Discovery (Co-create)Discovery (Co-create)
Aggregate new forms of knowledge through theAggregate new forms of knowledge th...
Integration (Boyer)Integration (Boyer)
Interpret the use of knowledge across disciplinesInterpret the use of knowledge acr...
Integration (Co-create)Integration (Co-create)
Enable the use of knowledge across disciplinesEnable the use of knowledge a...
Application (Boyer)Application (Boyer)
Aid society & professions in addressing problemsAid society & professions in addres...
Application (Co-create)Application (Co-create)
Aid society & professions in addressing problems through servingAid society...
Teaching (Boyer)Teaching (Boyer)
Study teaching models and practices to achieveStudy teaching models and practices to achi...
Teaching (Co-create)Teaching (Co-create)
Promote Teaching as a reflective and dialogic practicePromote Teaching as a refle...
Co-creatingCo-creating
Participating in theParticipating in the perpetual betaperpetual beta of knowledgeof knowledge
crea...
Co-creating a Wide Open FutureCo-creating a Wide Open Future
The future is Digital the future is NetworkedThe future is Di...
Co-creating a Wide Open FutureCo-creating a Wide Open Future
Remember;Remember;
Smart Mobs + Everything isSmart Mobs + Eve...
Co-creating a Wide Open FutureCo-creating a Wide Open Future
References & ThanksReferences & Thanks
ALT-C; Terry Anderson...
Co-creating a Wide Open FutureCo-creating a Wide Open Future
Further reading and resourcesFurther reading and resources
 ...
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Co-Creating Open Scholarship

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A proposed model of future scholarship derived from Boyer's Model of Scholarship but updated in light of the changes in learning, technology and collaboration over the past fifteen years. Developed from the Learner-Generated Contexts work and the Emergent Learning Model (see other slides on this site) This builds on Terry Anderson's discussion of Open Scholarship and tries to build a framework by which a more mutual education process can be developed

Published in: Education, Technology
  • Blog Post supporting these slides with full set of references, and link to full article to freely download, now available; http://heutagogicarchive.wordpress.com/2011/09/11/cocreating-open-scholarship/
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  • Ful paper is available for download at the ALT OPen Access Repository
    http://repository.alt.ac.uk/2177/
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  • This is a summary of the paper published in the Proceedings of ALT-C 2011. If you would like a copy of the full paper please email fred . garnett @ gmail (.) com
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Co-Creating Open Scholarship

  1. 1. Towards A FrameworkTowards A Framework for the Co-Creation offor the Co-Creation of Open ScholarshipOpen Scholarship @FredGarnett & @nigele1 of Ecclesfield@FredGarnett & @nigele1 of Ecclesfield London Knowledge Lab #ALTC2011London Knowledge Lab #ALTC2011
  2. 2. Open ScholarshipOpen Scholarship BOYER’s Model of ScholarshipBOYER’s Model of Scholarship Tools of CritiqueTools of Critique DiscoveryDiscovery IntegrationIntegration ApplicationApplication TeachingTeaching Co-creationCo-creation Into the Wide Open FutureInto the Wide Open Future
  3. 3. Boyer’s Model ofBoyer’s Model of ScholarshipScholarship 4 Layer DIAT model defining the professioriate4 Layer DIAT model defining the professioriate DDiscovery (new knowledge)iscovery (new knowledge) IIntegration (application across fields)ntegration (application across fields) AApplication (professional standards)pplication (professional standards) TTeaching (delivering learning models)eaching (delivering learning models)
  4. 4. Tools of Critique (1)Tools of Critique (1) Started with Terry Anderson’s ALT-C KeynoteStarted with Terry Anderson’s ALT-C Keynote PLEs, Social Learning #oer #oerukPLEs, Social Learning #oer #oeruk Open ScholarOpen Scholar; Social learning,; Social learning, Media richnessMedia richness,, Participatory and connectivist pedagogies,Participatory and connectivist pedagogies, UbiquityUbiquity and persistenceand persistence, Open data collection and research, Open data collection and research processes,processes, Creating connectionsCreating connections Change Agents for the future empowering learnersChange Agents for the future empowering learners HaythornthwaiteHaythornthwaite; New Forms of Doctorate; New Forms of Doctorate Learning as a network of relations in societyLearning as a network of relations in society
  5. 5. Tools of Critique (2)Tools of Critique (2) Open Learn ;Open Learn ; Open Context Model of LearningOpen Context Model of Learning From Access to Content to Context;From Access to Content to Context; Access; BeyondAccess; Beyond inclusioninclusion in failing systemsin failing systems Content; Information Retrieval is ExpensiveContent; Information Retrieval is Expensive Context; Learning Contexts are EverywhereContext; Learning Contexts are Everywhere ““Well how do we get into a post-institutionalWell how do we get into a post-institutional future?”future?” Let’s get iterative with a little spice of co-creation…Let’s get iterative with a little spice of co-creation…
  6. 6. Discovery (Boyer)Discovery (Boyer) Build new knowledge through traditionalBuild new knowledge through traditional research.research. Publishing in peer-reviewed forumsPublishing in peer-reviewed forums Producing and/or performing creativeProducing and/or performing creative work within established fieldwork within established field Creating infrastructure for futureCreating infrastructure for future studiesstudies
  7. 7. Discovery (Co-create)Discovery (Co-create) Aggregate new forms of knowledge through theAggregate new forms of knowledge through the co-creation of research agendasco-creation of research agendas Performing creative work in educationPerforming creative work in education Identifying useful domains for researchIdentifying useful domains for research Publishing collaboratively in peer- editedPublishing collaboratively in peer- edited fora (online, collaboratively, e-reader etc)fora (online, collaboratively, e-reader etc) Dynamically supporting newDynamically supporting new infrastructures for learninginfrastructures for learning
  8. 8. Integration (Boyer)Integration (Boyer) Interpret the use of knowledge across disciplinesInterpret the use of knowledge across disciplines Preparing a comprehensive literaturePreparing a comprehensive literature reviewreview Writing a textbook for use in multipleWriting a textbook for use in multiple disciplinesdisciplines Collaborating with colleagues to designCollaborating with colleagues to design and deliver a core courseand deliver a core course
  9. 9. Integration (Co-create)Integration (Co-create) Enable the use of knowledge across disciplinesEnable the use of knowledge across disciplines Preparing comprehensive literaturePreparing comprehensive literature reviewsreviews Undertaking data mining analysisUndertaking data mining analysis Producing Open Education ResourcesProducing Open Education Resources (OER) & Content Creation Tools(OER) & Content Creation Tools Enable generative network effects to occurEnable generative network effects to occur
  10. 10. Application (Boyer)Application (Boyer) Aid society & professions in addressing problemsAid society & professions in addressing problems Serving industry or government as anServing industry or government as an external consultantexternal consultant Assuming leadership roles in professionalAssuming leadership roles in professional organizationsorganizations Advising student leaders, therebyAdvising student leaders, thereby fostering their professional growthfostering their professional growth
  11. 11. Application (Co-create)Application (Co-create) Aid society & professions in addressing problems through servingAid society & professions in addressing problems through serving community, and public, needs and purposescommunity, and public, needs and purposes  Mentoring colleagues collaborativelyMentoring colleagues collaboratively  Serving industry or government as an external consultantServing industry or government as an external consultant  Assuming leadership roles in professional organizationsAssuming leadership roles in professional organizations  Empowering learners, through co-creation practice to becomeEmpowering learners, through co-creation practice to become future scholarsfuture scholars  Working with community groups and on public engagementWorking with community groups and on public engagement strategiesstrategies  Use network effect to transform practiceUse network effect to transform practice
  12. 12. Teaching (Boyer)Teaching (Boyer) Study teaching models and practices to achieveStudy teaching models and practices to achieve optimal learningoptimal learning Advancing learning theory throughAdvancing learning theory through classroom researchclassroom research Developing & testing instructional materialsDeveloping & testing instructional materials Mentoring graduate studentsMentoring graduate students Designing & implementing a program-levelDesigning & implementing a program-level assessment systemassessment system
  13. 13. Teaching (Co-create)Teaching (Co-create) Promote Teaching as a reflective and dialogic practicePromote Teaching as a reflective and dialogic practice promoting learningpromoting learning Advancing learning theory through contextualAdvancing learning theory through contextual research and practiceresearch and practice Collaborating in the design and delivery of courses &Collaborating in the design and delivery of courses & learning programmeslearning programmes Brokering new learning processesBrokering new learning processes Developing Open StudentsDeveloping Open Students Designing and implementing responsive assessmentDesigning and implementing responsive assessment systemssystems
  14. 14. Co-creatingCo-creating Participating in theParticipating in the perpetual betaperpetual beta of knowledgeof knowledge creation through the co-creation of learningcreation through the co-creation of learning Engaging and collaborating in peer networksEngaging and collaborating in peer networks Engaging in activity to develop, disrupt orEngaging in activity to develop, disrupt or join up established fieldsjoin up established fields Enable Epistemic Cognition to be a part ofEnable Epistemic Cognition to be a part of evolving subject frameworksevolving subject frameworks Creating infrastructure for future learningCreating infrastructure for future learning and researchand research
  15. 15. Co-creating a Wide Open FutureCo-creating a Wide Open Future The future is Digital the future is NetworkedThe future is Digital the future is Networked What are we educating for?What are we educating for? It’s the Society, StupidIt’s the Society, Stupid Time to end the rule of hierarchy, theTime to end the rule of hierarchy, the future is mutual, broker the future youfuture is mutual, broker the future you wantwant Rules? In a Network? No Rules!Rules? In a Network? No Rules!
  16. 16. Co-creating a Wide Open FutureCo-creating a Wide Open Future Remember;Remember; Smart Mobs + Everything isSmart Mobs + Everything is Miscellaneous =Miscellaneous = Here ComesHere Comes EverybodyEverybody!!
  17. 17. Co-creating a Wide Open FutureCo-creating a Wide Open Future References & ThanksReferences & Thanks ALT-C; Terry Anderson, Sugata MitraALT-C; Terry Anderson, Sugata Mitra  Caroline Haythornthwaite, Rose Luckin,Caroline Haythornthwaite, Rose Luckin, Katerina Avramides, Grainne ConoleKaterina Avramides, Grainne Conole Thomas Cochrane, Brian Kelly, O’ReillyThomas Cochrane, Brian Kelly, O’Reilly Anyone I’ve ever had a conversation withAnyone I’ve ever had a conversation with
  18. 18. Co-creating a Wide Open FutureCo-creating a Wide Open Future Further reading and resourcesFurther reading and resources  Blog post with references;Blog post with references; From Open Scholar to Open StudentFrom Open Scholar to Open Student Full article on ALT Open AccessFull article on ALT Open Access Repository;Repository; Towards a Framework for Co-creating OpenTowards a Framework for Co-creating Open S

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