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Assumptions and challenges of open scholarship
ARTICLE

, , University of Texas at Austin

IRRODL Volume 13, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

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.

Citation

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. Retrieved April 19, 2019 from .

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Cited By

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  7. Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios

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    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1755–1761

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.