This document proposes a framework for co-creating open scholarship. It summarizes Boyer's model of scholarship, which includes discovery, integration, application, and teaching. It then outlines how each of Boyer's elements can be adapted to a model of co-creation through practices like collaborative research, open educational resources, and developing open students. The document argues that the future of education is networked and participatory, advocating for co-creation and engaging learners as partners in knowledge building.
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
My presentation at the #restartedu Imaginarium organised by @crosro & @techsoupro in Bucharest Romania 25/26 February 2012
This Is My Brain on Co-creating Open Metaphors
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of World Heutagogy Day from 2013-2017, looking at what we have achieved each year. Curated conversations, learning resources, education policy, informal learning, workshop material
This is a Timely Intervention by nefg on the Craft of Teaching as an Open Educational Resource, an OER. This looks at how we might apply the Learner-Generated Contexts Group PAH Continuum to our practice with examples from 5 great thinkers.
This the first in a series of monthly uploads. More at the nefg blog; http://nefg01.wordpress.com/
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
A way of looking at all of education and learning to promote discussion about the relationship between informal, non-formal & formal learning ahead of EU i2015. Can help thinking about; business models of institutions, the social processes of learning, learning resource design, OER co-creation of learning processes
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of World Heutagogy Day from 2013-2017, looking at what we have achieved each year. Curated conversations, learning resources, education policy, informal learning, workshop material
This is a Timely Intervention by nefg on the Craft of Teaching as an Open Educational Resource, an OER. This looks at how we might apply the Learner-Generated Contexts Group PAH Continuum to our practice with examples from 5 great thinkers.
This the first in a series of monthly uploads. More at the nefg blog; http://nefg01.wordpress.com/
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
A way of looking at all of education and learning to promote discussion about the relationship between informal, non-formal & formal learning ahead of EU i2015. Can help thinking about; business models of institutions, the social processes of learning, learning resource design, OER co-creation of learning processes
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Building muscles to improve innovation networks pugh skifstad may 2020 final (1)Katrina (Kate) Pugh
In this session we talk about the imperative to use networks and collaboration for innovation. We provide four tools for doing this:
1. Network effectiveness framework (for designing the network for innovation outcomes)
2. Four Discussion Disciplines (for improving the day to day interactions for innovation)
3. Innovation Network levers (for systematically infusing network and conversation practices into the innovation levers)
4. Open Innovation model (for discerning who's participating, and how, as innovation opens up to include outside brains, ideas, and funds).
This presentation features research and practice, and we hope to collaborate with others working in innovation to improve our shared innovation network models. .
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
UTS Postgraduate futures: Designing an interactive learner experience in CanvasCarmen Vallis
The Postgraduate.futures initiative at UTS co-designs postgraduate learning with academics for an interactive learner experience. At Canvascon Sydney 2018 we demonstrated some interactive solutions, developed in response to pedagogical challenges. We outlines the experience of working together on a subject, the journey and the changes that have resulted in a more interactive experience in Canvas.
Presented to the internal creative group at frog design in SF as a way to inform and inspire the team. This deck presents a new way to think about contextual inquiry, participatory design and the future of design research. For, With, and Through Design is a new lens from which to understand the design work that is being conducted at frog and elsewhere.
The door, the wind, the bird and the valisejason hobbs
Presented at the 4th Italian IA Summit, the IA Konferenz in Cologne, Germany 2010 and the Cape Twon and Johannesburg SA UX Forum meet-ups in 2010. This presentation will unpack the benefits, and provide a possible approach, to the formation of an institutional discipline from casual practice for user experience design. Practice-Led Research (PLR) will be positioned as an effective agent in the transformation of the seemingly inherent and natural acts found in casual practice into the formal arrangement of accepted truths and regulated practices of the discipline. The aim is to introduce practitioners to the concepts so as to begin establishing discussion and awareness
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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