IRRODL Volume 13, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
Researchers, educators, policymakers, and other education stakeholders hope and anticipate that openness and open scholarship will generate positive outcomes for education and scholarship. Given the emerging nature of open practices, educators and scholars are finding themselves in a position in which they can shape and/or be shaped by openness. The intention of this paper is (a) to identify the assumptions of the open scholarship movement and (b) to highlight challenges associated with the movement’s aspirations of broadening access to education and knowledge. 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.
Veletsianos, G. & Kimmons, R. (2012). Assumptions and challenges of open scholarship. The International Review of Research in Open and Distributed Learning, 13(4), 166-189. Athabasca University Press.
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