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Scooped by Deb Nystrom, REVELN
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Open Source Scholarship - Next Steps

Open Source Scholarship - Next Steps | Agile Learning | Scoop.it
The concept is Open Source Scholarship.

Excerpts:

I find it challenging to figure out how to really 
be a practicing open source scholar. To me, Open Source Scholarship is not just about our research, but about our practice as academics–a practice of research, inquiry, teaching, learning, dis/un-covery, and engagement. Practically, politically, ethically, and socially, we face many barriers in opening up our processes as scholars.

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It is about...build[ing] a commons, while ...dismantl[ing] the histories of oppression...used to promote and the limited knowledge systems we’ve propagated. 

___________________________


As a teacher, I’m limited from opening up my syllabus and course online because it is owned by my school, or owned by my department, and is therefore proprietary.

As a graduate student, if I begin to publish my half-baked ideas and thoughts as I work and invite criticism as I go, I am breaking out of standard academic norms, and am therefore “endangering my future career.”

Open Source Scholarship is a massive attitude and orientation change change for scholars. ... It is about transforming a history in academia of using secrecy, privacy, and private ownership of ideas into one of shared, participatory, co-designed and developed, public, and free work.

It is about...helping to build a commons, while simultaneously attempting to dismantle the histories of oppression that knowledge generated in universities has been used to promote and the limited knowledge systems we’ve propagated.

Open source scholarship is a radical transformation in the universities relationship with ideas, in scholars relationships with students and colleagues, in relationships with communities. It is an explosion of the concept of “inside” and “outside”, of “expert” and “lay”, of privileged knowledge and everyday knowledge.

Whether or not academics and universities want it, this is the coming world. More and more people will be empowered to use and conduct research, ....the state of knowledge will be opened up in new ways we can’t yet even predict


Related posts by Deb:

   

We’re in a Bubble – It’s Higher Education

         

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks
Deb Nystrom, REVELN's insight:

With the pressures on higher education to deal with rising tuition, the debt load created by the ubiquitous BA, BS degree, the idea of Open Source Scholarship is radical indeed.   ~ Deb

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Nevermore Sithole's curator insight, November 22, 2013 7:43 AM

Open source scholarship

Scooped by Deb Nystrom, REVELN
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Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy

Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy | Agile Learning | Scoop.it

Beginning ...with the second half of the semester, every Friday is given over to my students. We don’t have any readings assigned by me, and I don’t plan any material for the class.


Instead, small groups of 3-5 students are responsible for determining the day’s content and executing that.  

 

"You need to plan some sort of activity that will last at least 30 minutes; it must engage the whole class; and it must relate in an immediate way to the text we are currently reading."


Otherwise, you are free to plan what you want, and I won’t interfere.


...After the anxiety wears off, my students often seem to engage with the activity remarkably well.


It encourages ownership of the material, it provokes them to think in depth about a week’s worth of reading, and the discussion that have come out of it (so far) have turned out to be really e


It’s hard to give up directing the conversation, steering students —but of course, I still do that Mondays and Wednesdays.


What I discovered is that this group of students, ...comes around to the right questions and interpretive moments, anyways.


Today one of the group members asked about tree symbolism in Beloved. “Perhaps it’s coincidental,” one student said.


“Well,” another student answered, “it’s hard to imagine that it would be coincidental—think of all the planning that went into the novel.” And from there they were off, debating the symbolism and even debating the value of reading for symbolism...

 

Though their arguments often lacked an advanced theoretical vocabulary, my students were really thinking at high levels with great rigor.


The pedagogical point of all this, ...there is a real value in letting go of control of the classroom for a while. Let your students make mistakes, and see if they can sort them out on their own.


Let your students talk about what they’re invested in, what they find compelling about the topic at hand, what they don’t care about, and why.


Let go of being a classroom “parent” and let your students take responsibility for themselves.

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