Table 1
Triang model: dimensions and interpretations of paradigm. Sterling, 2021, p. 7.
| SEEING DOMAIN | KNOWING DOMAIN | DOING DOMAIN |
|---|---|---|
| Perception | Conception | Practice |
| Affective dimension | Cognitive dimension | Intentional (design) dimension |
| Epistemology (+ axiology) | Ontology | Methodology |
| Ethos | Eidos | Praxis |
| Concern (purpose) | Conception (operation) | Consequence (effect/impact) |
Figure 1
Triang model: dimensions of paradigm—key domains in relation to the university. Sterling, 2021, p. 7.
Figure 2
Dynamic Competence Model (Coulet, 2011).
Figure 3
Similarity analysis using Iramuteq software for the search query open scholar.
Figure 4
Similarity analysis using Iramuteq software for the search query open researcher.
Figure 5
Similarity analysis using Iramuteq software for the search query open researcher.
Figure 6
Similarity analysis using Iramuteq software for the search query open educator.
Figure 7
Similarity analysis using Iramuteq software for the merged corpus of the three dimensions, open scholar, open education, and open educator.
Figure 8
Categories and sub-categories of competences for the Open Scholar.
Figure 9
Competences related to the Open Education/Open Educator category.
Figure 10
Competences related to the Open Science/Open Researcher category.
Figure 11
Competences related to the Open Community category.
Table 2
Towards the building of epistemic competences for the Open Scholar in reference to Sterling (2021) Triang model.
| CONCERN (PURPOSE) | CONCEPTION (OPERATION) | CONSEQUENCE (EFFECT) |
|---|---|---|
| Consider not-yetness as a full fledged variable in the landscape of competences | Equip scholars with philosophical knowledge to help them address not-yetness | Develop the capacity to trace back any practice to a given paradigm and be able to identify it |
| Accept to address uncertainty and the future as “unapproachable” as Open Scholars | Reflect about Openness, Education, Research, Community in worldwide philosophies | Develop competences to question reality at the level of paradigm and act with responsibility and creativity |
| Locate scholarly activities in the non-enclosed, Medieval understanding of Open (vs legal right) and unenclosed outdoor space, that later became Commons | Understand worldwide networked and connected conceptions of knowledge considering specificities across knowledge systems | Develop competences to being-with, to produce through judicious connection to foster collective agency and develop local common goods. |
Figure 12
PRISMA diagram: Systematic documentary research on the theme of “open scholar”.
Figure 13
PRISMA diagram: Systematic documentary research on the theme of “open researcher”.
Figure 14
PRISMA diagram: Systematic documentary research on the theme of “open educator”.
| ACTIVITY SCHEMES | OPERATIVE INVARIANTS | INFERENCES AND STRATEGIES | RULES OF ACTION | ANTICIPATIONS | ARTEFACTS | |
|---|---|---|---|---|---|---|
| WHAT THE SUBJECT HOLDS FOR TRUE | WHAT THE SUBJECT HOLDS FOR RELEVANT | |||||
| Schemes listed below are part of a competence that is already existing or that needs to be developed. | Operative invariants indicate what the subject (rightly or wrongly, depending on his level of expertise) considers to be true and relevant, and what the key concepts are that are referred to when he is faced with a given task in a given context. It includes everything he needs to identify the elements and their relationships that are involved in the implementation of the scheme. | This expresses the adaptation of the scheme to the specific characteristics of the situation and the task. What is noted are the parameters that determine the choice of rules of actions (not the calculations per se). | They represent the part of the scheme that responds to the stimulus received. They allow the scheme’s implementation by producing effects on the task and situation. | Considering the overall aim pursued, anticipations refer to the subject’s expectations in terms of the effects he wants to achieve through the implementation of the rules of action. | Artefacts noted here are those mentioned that translate the actual implementation of the scheme. | |