This document proposes a framework for co-creating open scholarship. It summarizes Boyer's model of scholarship, which includes discovery, integration, application, and teaching. It then outlines how each of Boyer's elements can be adapted to a model of co-creation through practices like collaborative research, open educational resources, and developing open students. The document argues that the future of education is networked and participatory, advocating for co-creation and engaging learners as partners in knowledge building.

1. Towards A FrameworkTowards A Framework
for the Co-Creation offor the Co-Creation of
Open ScholarshipOpen Scholarship
@FredGarnett & @nigele1 of Ecclesfield@FredGarnett & @nigele1 of Ecclesfield
London Knowledge Lab #ALTC2011London Knowledge Lab #ALTC2011

2. Open ScholarshipOpen Scholarship
BOYER’s Model of ScholarshipBOYER’s Model of Scholarship
Tools of CritiqueTools of Critique
DiscoveryDiscovery
IntegrationIntegration
ApplicationApplication
TeachingTeaching
Co-creationCo-creation
Into the Wide Open FutureInto the Wide Open Future

3. Boyer’s Model ofBoyer’s Model of
ScholarshipScholarship
4 Layer DIAT model defining the professioriate4 Layer DIAT model defining the professioriate
DDiscovery (new knowledge)iscovery (new knowledge)
IIntegration (application across fields)ntegration (application across fields)
AApplication (professional standards)pplication (professional standards)
TTeaching (delivering learning models)eaching (delivering learning models)

4. Tools of Critique (1)Tools of Critique (1)
Started with Terry Anderson’s ALT-C KeynoteStarted with Terry Anderson’s ALT-C Keynote
PLEs, Social Learning #oer #oerukPLEs, Social Learning #oer #oeruk
Open ScholarOpen Scholar; Social learning,; Social learning, Media richnessMedia richness,,
Participatory and connectivist pedagogies,Participatory and connectivist pedagogies, UbiquityUbiquity
and persistenceand persistence, Open data collection and research, Open data collection and research
processes,processes, Creating connectionsCreating connections
Change Agents for the future empowering learnersChange Agents for the future empowering learners
HaythornthwaiteHaythornthwaite; New Forms of Doctorate; New Forms of Doctorate
Learning as a network of relations in societyLearning as a network of relations in society

5. Tools of Critique (2)Tools of Critique (2)
Open Learn ;Open Learn ; Open Context Model of LearningOpen Context Model of Learning
From Access to Content to Context;From Access to Content to Context;
Access; BeyondAccess; Beyond inclusioninclusion in failing systemsin failing systems
Content; Information Retrieval is ExpensiveContent; Information Retrieval is Expensive
Context; Learning Contexts are EverywhereContext; Learning Contexts are Everywhere
““Well how do we get into a post-institutionalWell how do we get into a post-institutional
future?”future?”
Let’s get iterative with a little spice of co-creation…Let’s get iterative with a little spice of co-creation…

6. Discovery (Boyer)Discovery (Boyer)
Build new knowledge through traditionalBuild new knowledge through traditional
research.research.
Publishing in peer-reviewed forumsPublishing in peer-reviewed forums
Producing and/or performing creativeProducing and/or performing creative
work within established fieldwork within established field
Creating infrastructure for futureCreating infrastructure for future
studiesstudies

7. Discovery (Co-create)Discovery (Co-create)
Aggregate new forms of knowledge through theAggregate new forms of knowledge through the
co-creation of research agendasco-creation of research agendas
Performing creative work in educationPerforming creative work in education
Identifying useful domains for researchIdentifying useful domains for research
Publishing collaboratively in peer- editedPublishing collaboratively in peer- edited
fora (online, collaboratively, e-reader etc)fora (online, collaboratively, e-reader etc)
Dynamically supporting newDynamically supporting new
infrastructures for learninginfrastructures for learning

8. Integration (Boyer)Integration (Boyer)
Interpret the use of knowledge across disciplinesInterpret the use of knowledge across disciplines
Preparing a comprehensive literaturePreparing a comprehensive literature
reviewreview
Writing a textbook for use in multipleWriting a textbook for use in multiple
disciplinesdisciplines
Collaborating with colleagues to designCollaborating with colleagues to design
and deliver a core courseand deliver a core course

9. Integration (Co-create)Integration (Co-create)
Enable the use of knowledge across disciplinesEnable the use of knowledge across disciplines
Preparing comprehensive literaturePreparing comprehensive literature
reviewsreviews
Undertaking data mining analysisUndertaking data mining analysis
Producing Open Education ResourcesProducing Open Education Resources
(OER) & Content Creation Tools(OER) & Content Creation Tools
Enable generative network effects to occurEnable generative network effects to occur

10. Application (Boyer)Application (Boyer)
Aid society & professions in addressing problemsAid society & professions in addressing problems
Serving industry or government as anServing industry or government as an
external consultantexternal consultant
Assuming leadership roles in professionalAssuming leadership roles in professional
organizationsorganizations
Advising student leaders, therebyAdvising student leaders, thereby
fostering their professional growthfostering their professional growth

11. Application (Co-create)Application (Co-create)
Aid society & professions in addressing problems through servingAid society & professions in addressing problems through serving
community, and public, needs and purposescommunity, and public, needs and purposes
 Mentoring colleagues collaborativelyMentoring colleagues collaboratively
 Serving industry or government as an external consultantServing industry or government as an external consultant
 Assuming leadership roles in professional organizationsAssuming leadership roles in professional organizations
 Empowering learners, through co-creation practice to becomeEmpowering learners, through co-creation practice to become
future scholarsfuture scholars
 Working with community groups and on public engagementWorking with community groups and on public engagement
strategiesstrategies
 Use network effect to transform practiceUse network effect to transform practice

12. Teaching (Boyer)Teaching (Boyer)
Study teaching models and practices to achieveStudy teaching models and practices to achieve
optimal learningoptimal learning
Advancing learning theory throughAdvancing learning theory through
classroom researchclassroom research
Developing & testing instructional materialsDeveloping & testing instructional materials
Mentoring graduate studentsMentoring graduate students
Designing & implementing a program-levelDesigning & implementing a program-level
assessment systemassessment system

13. Teaching (Co-create)Teaching (Co-create)
Promote Teaching as a reflective and dialogic practicePromote Teaching as a reflective and dialogic practice
promoting learningpromoting learning
Advancing learning theory through contextualAdvancing learning theory through contextual
research and practiceresearch and practice
Collaborating in the design and delivery of courses &Collaborating in the design and delivery of courses &
learning programmeslearning programmes
Brokering new learning processesBrokering new learning processes
Developing Open StudentsDeveloping Open Students
Designing and implementing responsive assessmentDesigning and implementing responsive assessment
systemssystems

14. Co-creatingCo-creating
Participating in theParticipating in the perpetual betaperpetual beta of knowledgeof knowledge
creation through the co-creation of learningcreation through the co-creation of learning
Engaging and collaborating in peer networksEngaging and collaborating in peer networks
Engaging in activity to develop, disrupt orEngaging in activity to develop, disrupt or
join up established fieldsjoin up established fields
Enable Epistemic Cognition to be a part ofEnable Epistemic Cognition to be a part of
evolving subject frameworksevolving subject frameworks
Creating infrastructure for future learningCreating infrastructure for future learning
and researchand research

15. Co-creating a Wide Open FutureCo-creating a Wide Open Future
The future is Digital the future is NetworkedThe future is Digital the future is Networked
What are we educating for?What are we educating for?
It’s the Society, StupidIt’s the Society, Stupid
Time to end the rule of hierarchy, theTime to end the rule of hierarchy, the
future is mutual, broker the future youfuture is mutual, broker the future you
wantwant
Rules? In a Network? No Rules!Rules? In a Network? No Rules!

16. Co-creating a Wide Open FutureCo-creating a Wide Open Future
Remember;Remember;
Smart Mobs + Everything isSmart Mobs + Everything is
Miscellaneous =Miscellaneous =
Here ComesHere Comes EverybodyEverybody!!

17. Co-creating a Wide Open FutureCo-creating a Wide Open Future
References & ThanksReferences & Thanks
ALT-C; Terry Anderson, Sugata MitraALT-C; Terry Anderson, Sugata Mitra
 Caroline Haythornthwaite, Rose Luckin,Caroline Haythornthwaite, Rose Luckin,
Katerina Avramides, Grainne ConoleKaterina Avramides, Grainne Conole
Thomas Cochrane, Brian Kelly, O’ReillyThomas Cochrane, Brian Kelly, O’Reilly
Anyone I’ve ever had a conversation withAnyone I’ve ever had a conversation with

18. Co-creating a Wide Open FutureCo-creating a Wide Open Future
Further reading and resourcesFurther reading and resources
 Blog post with references;Blog post with references;
From Open Scholar to Open StudentFrom Open Scholar to Open Student
Full article on ALT Open AccessFull article on ALT Open Access
Repository;Repository;
Towards a Framework for Co-creating OpenTowards a Framework for Co-creating Open S