With Escola de Comunicações e Artes (ECA-USP) Sao Paulo Brasil
Co-creating Open Scholarship; was a paper Nigel Ecclesfield and I wrote a year ago for ALT-C. There was a lot of interest in reflecting on what we had learnt about learning technology since ALT was founded in 1993, and this was what we addressed. We were asked to expand our original submission into a journal article which is now freely available in ALT’s open repository. There was some debate about using Boyer’s model of scholarship as a baseline but, unlike Martin Weller in Digital Scholar, we felt that Boyer’s model itself needed updating. This was because what we had learnt most from using learning technology was about the pedagogy of learning itself. Inspired by Terry Anderson’s excellent keynote at ALT-C on Open Learning and his early scoping of Open Scholarship we felt that we should provide a synthesis and propose a new model, derived from Boyer, upon which we could debate the future of scholarship. What we are attempting to do in this post is provide some supporting arguments for such a debate with the Escola de Comunicações e Artes in Sao Paulo.
Framing the debate; In 2012 there has been a lot of discussion on what has been called open learning. However this is perhaps more about the massification of learning, or rethinking mass education, and seems to be focussed on scaling up traditional learning models, and addressing the opportunities and threats of globalisation using technology, whilst keeping the same institutional and policy frameworks. I’m thinking of Udacity, Coursera and MITx amongst others, as well as MOOCs. As I discussed on my blog on Open Academic Practice I had been a teacher for 15 years before I designed technology-enhanced (blended) learning for the first time in 1997, and I immediately designed for collaboration and discussion; which are core features of learning that do not scale and so don’t interest the biggest institutions. I have been working on pedagogically related issues concerning the use of technology ever since, mostly with an informal group of researchers known as the Learner-generated Contexts Research Group. This post outlines from where our ideas about co-creating open scholarship emerged. (more…)