Make learning personal with content curation
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The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
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Make learning personal with content curation
- 1. MAKE LEARNING PERSONAL WITH CONTENT CURATION Nancy White, CETL Learning & Innovation Specialist @NancyW nancyweducationinnovations.com Resources : curatingisthecure.wikispaces.com/
- 2. OUTCOMES Understand what curating for learning is, and how it differs from collecting information. Understan d Understand the connection between curating and personalizing learning Understan d Learn about digital tools that can be used for curating Learn about
- 3. Licensed Under Creative Commons. Available on Flickr from Spark CBC: http://www.flickr.com/photos/25031050@N06/3292307605/sizes/z/in/photostream/
- 5. RESEARCH IN THE COMMON CORE “Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand.” From Key Points in the ELA Standards. Available http://www.corestandards.org/resources
- 6. RESEARCH IN THE COMMON CORE “Students are to be given extensive practice with short, focused research projects. Writing Standard 7 emphasizes that students should conduct several short research projects in addition to more sustained research efforts. Materials should require several of these short research projects annually to enable students to repeat the research process many times and develop the expertise needed to conduct research independently. A progression of shorter research projects also encourages students to develop expertise in one area by confronting and analyzing different aspects of the same topic as well as other texts and source materials on that topic.” From Publisher’s Criteria for the Common Core Standards. Available http://www.corestandards.org/resources
- 10. THINKING LEVEL Collecting Classifying Lower Level of Blooms Curating Synthesis –Evaluation Higher Level of Blooms
- 11. PROCESS Collecting Not a lot of depth in collecting process Examples: Pinterest, Facebook Somewhat random process Curating “Cherry-Picked” Synthesizing, Interpreting, Evaluating Theme & Context Disciplined, purposeful, continuous process of inquiry
- 12. ORGANIZATION Collecting Thematic Curating Thematic AND Contextual Includes real-world examples & uses
- 16. VALUE Collecting Meets a personal interest Value to collector Quantity matters Curating Meets a learning goal Value to collector and other learners QUALITY matters
- 17. AUDIENCE Collecting Not necessarily shared Curating Arranged, annotated and published somewhere Available to the general public – beyond the life of a particular “course” Shared
- 19. STRIPLING MODEL OF INQUIRY http://tps.govst.edu/pdfs/StriplingModelInquiry.pdf
- 21. Stripling Model of Inquiry http://tps.govst.edu/pdfs/StriplingModelInquiry.pdf
- 23. INQUIRY BASED LEARNING Traditional Hands-on Structured Guided Student Directed Student Research Topic Teacher Teacher Teacher Teacher Teacher/ Student Question Teacher Teacher Teacher Teacher/ Student Student Materials Teacher Teacher Teacher Student Student Procedures/ Design Teacher Teacher Teacher/ Student Student Student Results/ Analysis Teacher Teacher/ Student Student Student Student Conclusions Teacher Student Student Student Student Bonnsetter, Robert J. (2001). Inquiry: Learning from the past with an eye on the future. Retrieved 15 May, 2005 from the World Wide Web: http://unr.edu/homepage/jcannon/ejse/bonnstetter.html Focus on Teaching Focus on Learning
- 24. Inquiry Based Learning Traditional Hands-on Structured Guided Student Directed Curating Topic Teacher Teacher Teacher Teacher Teacher/ Student Question Teacher Teacher Teacher Teacher/ Student Student Materials Teacher Teacher Teacher Student Student Procedures/ Design Teacher Teacher Teacher/ Student Student Student Results/ Analysis Teacher Teacher/ Student Student Student Student Conclusions Teacher Student Student Student Student Bonnsetter, Robert J. (2001). Inquiry: Learning from the past with an eye on the future. Retrieved 15 May, 2005 from the World Wide Web: http://unr.edu/homepage/jcannon/ejse/bonnstetter.html Focus on Teaching Focus on Learning
- 25. “In its broadest meaning, ‘self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (M. Knowles, Principles of Androgogy, 1972) SELF-DIRECTED LEARNING
- 26. • Self-Directed Learning describes a • Diagnosing Own Learning Needs • Formulating Learning Goal • Identify Resources • Implement Learning Strategies • Evaluating Learning Outcomesand)
- 27. LET STUDENTS CURATE! Higher level thinking Students in role of teacher Constructing knowledge Enduring understanding Making connections Content Experts Active, engaged learning!
- 28. LEARNING IS PERSONALIZED! Self-Directed Self-Paced Learner Agency Voice & Choice Community Learning based on interests, passions & talents Assessment AS learning Barbara Bray & Kathleen McClaskey: Make Learning Personal www.personalizelearning.com/
- 29. #BEYONDTHETEXTBOOK WHEN YOU THINK OF WHAT MIGHT COME AFTER THE TEXTBOOK –WHAT DO YOU THINK IT MIGHT BE? This Photo by Unknown Author is licensed under CC BY-NC
- 30. #beyond the textbook “I imagine a techbook looking like a science notebook or journal. It would be a place where students can take notes, pin articles and videos, record experiments and discussions or lectures, organize data tied to these experiences sketch out ideas in words and pictures, and send and receive emails or other messages.” -Marybeth Hertz
- 31. #BEYOND THE TEXTBOOK “For me, going beyond the textbook means giving students a toolbox rather than an instruction manual…So what would a student see when they first opened such a book? It’s blank.” -Frank Noschese
- 32. HOW TO LAUNCH A CURATING PROJECT?
- 33. QFT Rules • Ask as many questions as you can. • Do not stop to discuss, judge or answer any question. • Write down every question EXACTLY as it is stated. • Change any statement into a question.
- 34. Mulberry Street, New York City
- 36. The Sound of War
- 37. WHAT OUR STUDENTS SAID ABOUT CURATING 8TH GRADE SOCIAL STUDIES: SOCIAL REFORM MOVEMENTS OF THE LATE 19TH CENTURY
- 38. "Difference between curating &collecting research to me is that when you curate research, you have the passion to learn."
- 39. “My thinking on learning has changed a bit. I suddenly feel like learning isn’t a chore, it’s an opportunity that can open so many doors!”
- 40. "This project has given me a new respect for bloggers who curate their research because it is hard."
- 41. "With curating you're becoming engrossed in your topic. You know anything & everything about it. You can talk about it with personality & passion"
- 42. :"Curating you are using heart. You use emotion and find passion to do that certain job or write about that certain topic."
- 43. “A project doesn't have to be stale and boring, it can be fun, you can really care about what you are writing."
- 44. “A curator paints with words. They describe what they are talking about so well that it doesn't even have to be there for you to see it.“
- 45. Another student's definition of a curator: "Someone who goes into the details of something to find its "back story"
- 46. "A curator is someone who puts back the history into something tries to find the story or background from where or what it is truly from."
- 47. "The only thing I would have liked to do differently would be given more time to learn even more about the topics."