- May 2015
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www.irrodl.org www.irrodl.org
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Assumptions and Challenges of Open Scholarship
In this paper, we will use the term open scholarship to refer to teaching and research practices that espouse openness and we will refer to those scholars who participate in such practices as being part of the open scholarship movement. (p. 1)
A broad definition of open scholarship.
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Through a critique of technology use in education, an understanding of educational technology narratives and their unfulfilled potential, and an appreciation of the negotiated implementation of technology use, we hope that this paper helps spark a conversation for a more critical, equitable, and effective future for education and open scholarship.
So for a "more critical, equitable, and effective future for education and open scholarship" we need to critique a) technology use in education, and b) how we understand and talk about it in the education community. (Taken from the Abstract)
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...as we see individuals, institutions, and organizations embrace openness, we have observed a parallel lack of critique of open educational practices. We find that such critiques are largely absent from the educational technology field, as members of the field tend to focus on the promises of educational technologies, rarely pausing to critique its assumptions. Selwyn (2011b, pp. 713) even charges that our field’s inherent positivity “limits the validity and credibility of the field as a site of serious academic endeavour.” (p. 1)
The reference to Selwyn (2011) is important. In the introduction to his article S argues that educational tech "has become a closed field of academic study—populated by people who consider themselves to be in the somehow more informed position of truly understanding the educational potential of digital technology" (p. 713). Are we doing the same thing when it comes to using Twitter for learning?
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Instead, as we see individuals, institutions, and organizations embrace openness, we have observed a parallel lack of critique of open educational practices. We find that such critiques are largely absent from the educational technology field, as members of the field tend to focus on the promises of educational technologies, rarely pausing to critique its assumptions.
Yes, we need more critique in ed tech and learn from mistakes and things that don't work too! This is exciting.
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(1) open access and open publishing, (2) open education, including open educational resources and open teaching, and (3) networked participation. In our previous work, we have discussed networked participatory scholarship
Three forms of open scholarship... I'm thinking that networked participation can be a form of open teaching.
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Boyer’s (1990) framework of scholarship is often used as a starting point for defining scholarly practices in the digital age, and a number of authors have sought to update Boyer’s model
What is Boyer's model? Are they going to talk about this?
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Similarly, proponents of the open scholarship movement have argued that by participating with emerging technologies, scholars can help to democratize knowledge production and dissemination via public online venues such as blogs and social networking sites.
This is interesting especially after reading V's comment on his blog about the contextual nature of "emergence"
...what makes technologies and practices emerging are not specific technologies or practices, but the environments in which a particular technology or practice operate...George's blog
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Use of these digital spaces may reflect an interest in having debate platforms for scholars who seek to live as public intellectuals
Desire to live as public intellectual: also valid for for non-scholars (is that the right word?)
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though culturally we have come to use SNS for a variety of purposes, enthusiasm for these media has not fully carried over to professional scholarly purposes.
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found significant cost reductions that were accompanied by no significant changes in learning outcomes as measured by standardized test scores.
Question to #tjc15: But why should there be a difference in the learning outcomes? Students are required to get a textbook one way or another. Does open mean "modifiable" here?
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“remixing” aggregated information through building relations to earlier experiences
Question to #tjc15: could somebody explain this to me using some real examples?
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Education is a matter of sharing, and … [open practices] enable extremely efficient and affordable sharing
Question for #tjc15: Education is sharing (Wiley, 2009). Yes, but sharing what and for what purpose?
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Still, although we may have an early understanding of why individuals may not engage in open practices, we have not paused to examine potential unintended consequences of embracing activities associated with open scholarship.
Some people may choose not to participate in open scholarship: important to think why.
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Hall (2011, ¶11), “in order to understand our present position, and to develop alternatives that matter, we need stories and metaphors and critiques of where we are.”
Hall, R. (2011). Triple crunch and the politics of educational technology. DMU Learning Exchanges blog. Retrieved from I checked the original source but couldn't find this quote, looks like it was first posted elsewhere? (The link in the reference was broken).
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we should consider the possibility that scholars engage in open scholarly practices for a variety of reasons that may not be entirely noble (Veletsianos, 2012).
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The tendency to connect with similar or like-minded individuals online as offline, what Thelwall (2009) calls homophily, means that social media may not foster diverse spaces for knowledge exchange and negotiation, leading instead to “echo chambers,” a situation in which we share knowledge and perspectives with individuals who already share the same views as ourselves.
so follow and talk to people who share different views than yours, always look for diversity
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Social stratification and exclusion in online environments and networks is possible, especially if scholars do not understand the cultural norms of networked participation.
and even the cultural norms of a particular group of people...
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Friedman however also noted that there is no guarantee that technologies will be used for the benefit of humanity, as he argues that the disempowered live in a flat world,
flat only from a distance...
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November – 2009 Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education David Wiley and John Hilton III Brigham Young University, USA
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ldm.sagepub.com.ezp2.lib.umn.edu ldm.sagepub.com.ezp2.lib.umn.edu
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The Opportunity in Higher Education: How Open Education and Peer-To-Peer Networks are Essential for Higher Education David J. Ondercin⇑
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