Creating knowledge curators
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Presentation given at Education Services Australia's IDEA 13 conference, Wednesday 13 November 2013. See http://www.idea.edu.au/
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Creating knowledge curators
- 1. 13 November 2013 Andrew Hiskens Manager, Learning Services Creating knowledge curators: teachers, networks and personal learning Image: http://moreintelligentlife.com/content/ideas/anthony- gardner/all-curators-now
- 2. P–2 “Twenty years ago, it was a candidate for the least fashionable word in the English language…” Anthony Gardner, Intelligent Life, The Economist(http://moreintelligentlife.com/content/ideas/anthony-gardner/all-curators-now)
- 3. P–3 Curation
- 6. P–6 How might we help teachers and school library staff develop networks to support their own learning?
- 7. P–7 Personal Learning Networks • A Personal Learning Network (PLN) is an on-tap stream of information, resources, answers, discussion, contacts and support • Enables networking of organisations, researchers, learners, teachers • Constantly update tools, resources and skills • Happens on blogs, social media, social bookmarking, email, online learning, real life conferences & training • For professionals – ongoing PD • For learners – networks of likeminded people.
- 8. P–8 Victorian Personal Learning Network (VicPLN) • Originated in 23 Things and Library 2.0 concepts • Online courses for school library staff and educators • Run by SLV in collaboration with School Library Association of Victoria • VicPLN network continues beyond the course on social media • Piloted internal course for SLV staff. Why? • Encourage development of an online personal learning network in Victoria • Enhance skills of individuals – learn by exploring and doing • Model use of online tools, collaboration and resources for educators and encourage them to do the same • Encourage group participation.
- 9. P–9 Victorian Personal Learning Network (VicPLN) Concepts: moving beyond the shiny tools •Identify user tasks and needs •Research and assess options •Choose the best solution •Workflow: arrange your information flow to suit you - subscribe, publish, record screencasts, share resources, search, back-up, collaborate, network. Then choose your tools •Common and simple web tools •We model their use in the course •Participants learn by doing, sharing and discussing. Examples: Feedly, blogs, Screenr, Diigo, Google tools & tips, Dropbox, wikis, Twitter.
- 10. P–10 How do the courses work? Structure: Four to seven units, self-paced Real life meet-ups in computer lab Weekly web conferences Monitoring all day, multi-channel, by PLN team on roster PLN team provides support, answers queries, comments on blog posts Low-cost: discounts for groups of six or more Scalable business model per module PD model is sustainable, paying for staff time. Course journal: Each participant starts their own course journal They record and post progress and reflections Journal stands as a record of learning beyond the course Weekly assignments are marked and recorded.
- 11. P–11 Participation Participants • Around 150 people in each course • Pilot of Research Toolkit aimed for 50 people – 150 enrolled. Survey 2012: was it an effective learning experience? • 90% reported the PLN changed their professional practice, 69% said it changed it somewhat or completely • 73% reported a sense of substantial personal progression • 93% would recommend the course to colleagues • 73% felt excited or passionate about the course • 90% reported a sense of having learned.
- 13. P–13
- 17. P–17 Survey 2012: was it an effective learning experience?
- 18. P–18 Survey 2012: was it an effective learning experience?
- 20. P–20 Survey 2012: was it an effective learning experience?
- 21. P–21 Survey 2012: was it an effective learning experience?
- 22. P–22 Survey 2012: was it an effective learning experience?
- 23. P–23 Survey 2012: was it an effective learning experience?
- 24. P–24 Survey 2012: was it an effective learning experience?
- 25. P–25 Survey 2012: was it an effective learning experience?
- 26. P–26 Survey 2012: was it an effective learning experience?
- 27. P–27 Survey 2012: was it an effective learning experience?
- 28. P–28 Survey 2012: was it an effective learning experience?
- 29. P–29 Survey 2012: was it an effective learning experience?
- 30. P–30 Survey 2012: was it an effective learning experience?
- 31. P–31 Survey 2012: was it an effective learning experience?
- 32. P–32 Survey 2012: was it an effective learning experience?
- 33. P–33 Survey 2012: was it an effective learning experience?
- 34. P–34 Survey 2012: was it an effective learning experience?
- 35. P–35 Surprise
- 36. P–36 Survey 2012: was it an effective learning experience?
- 37. P–37 Survey 2012: was it an effective learning experience?
- 38. P–38 AITSL
- 39. P–39 AITSL For all of those projects, the research focused on: •how the sharing of practice occurs/the design including collaborative elements •the reach (i.e. the number and characteristics of teachers and school leaders involved) •the impact (i.e. change to teacher and school leader practice).
- 40. P–40 Hypothesis “That the online delivery of the Victorian Personal Learning Network course (VicPLN) through guided collaborative learning encourages sustained change in professional practice in schools and school libraries.”
- 41. P–41 Purpose and methodology The purpose of the case studies is to record reflections from a select group of participants who have experienced change in their professional practice as a direct result of taking part in a PLN. The methodology •three case studies with former participants and •a comparative study across two surveys.
- 42. P–42 The case studies • The first participant took her experience of networked learning into her school and then out into the broader community by leading a Victorian version of Teach-meet • the second team (a TL and Tech) built a program for students which was based on the PLN Research Toolkit and • the third, despite limited support within her school, has taken full advantage of networks introduced to her by the course.
- 43. P–43 Participant comments “it was only three years ago but I was thinking WOW – the world is a different place – professionally – than it was before…”
- 44. P–44 Participant comments “I’m not scared by it anymore…I have the vocabulary now to ask the right questions, whereas before I did the PLN I didn’t even know what questions I should ask.”
- 45. P–45 Emerging trends • The way course materials are delivered provide TLs with a model of how to introduce technology to staff, effectively scaffolding their role as change agents • Teams who complete the course together have a more positive, supported experience of learning • The PLN changes the way teachers think about information and networks – where networks become a resource unto themselves eg. Twitter • There is some indication of improved outcomes for students • The course engenders a sense of beginning a learning process which will continue as technology’s one constant is change.
- 46. P–46 What next? • Complete and analyse the case studies • With the identification of key trends from the case studies, we plan to add a small number of questions to the second survey (to be undertaken in the next month or so) in order to test if these characteristics of successful change are present in the broader community.
- 47. P–47 Participant comments “look it’s really worth everyone being encouraged to do it, because it’s cheap and it is just – it is life changing…”
Editor's Notes
- As the slide says, I am… The program says: Session title - Content Creation to Content Curation Cultural Content for Education Andrew Hiskens, State Library of Victoria Why I’m not going to talk about that. Or rather, why I’m going to talk about it in a different way to what you might expect. Session title - Content Creation to Content Curation…
- Guess the word… A recent piece by Anthony Gardner in the Intelligent Life supplement of The Economist says of curation…
- Anthony Gardner goes on to say: The verb "to curate" derives from the much older noun "curator". This first appeared in the 14th century as an alternative—confusingly—to the noun "curate", meaning a priest’s assistant, but later came to be used in the secular sense of "a person in charge". By the mid-17th century, according to the "New Shorter Oxford English Dictionary", it had acquired a scholastic and artistic dimension ("the officer in charge of a museum, library, or other collection"), and a few decades later the verb "to curate" appeared. For some 200 years, however, it was stuck with the obscure meaning of "to provide a record of curation". Not until the end of the 19th century did the definition "act as the curator of" come to the fore, and even then the word seldom appeared outside museum catalogues. It’s true that horticulturalists were once advised on "curating the fruits and seeds separately", but only in the Journal of the Essex Field Club (1923). In the museum world, the verb implied caring for objects in a particular place: the title "independent curator", popular at this year’s Art Basel fair, would have been nonsensical. But in the early 1980s came a shift, barely noticed at the time, to encompass the performing arts. "The distinction between music and fine arts began to blur," says Ian Brookes, a consultant editor on the "Collins Dictionary", "so it was possible for the word to seep across." The first recorded example in the oed, from the New York Times in 1982, related to a music festival—and since you can’t put musicians in a climate-controlled case, the emphasis was now on the selection process. So slow was this usage to take off that, ten years later, the "Concise Oxford Dictionary" still didn’t think "curate" worth including as a verb. How, then, did it finally hit the big time? The boom in the contemporary-art world is one answer. Suddenly curators were not dusty old men peering at Etruscan pots, but young arbiters of taste who hung out with Damien Hirst and Tracey Emin—and many people from completely different spheres were keen to be seen in the same light. Since contemporary art and pretentious language go hand in hand, there should have been little surprise when "curate" started to acquire ever more far-fetched usages. In 2008, the San Francisco Chronicle declared that Robert Rauschenberg "didn’t give a fig for…curating his reputation". According to Sara Hawker, it was another development which made the verb’s fortune: the internet. With reams of random information at their fingertips, webmasters found themselves labouring to sort out what was useful from what wasn’t—and the word they hit upon to denote this was "curate". "It took on a new life in the early 2000s with the coming of Web 2.0," Hawker says. "Now it’s frequently applied to tweets, apps and playlists." News organisations have also embraced it: as the funding for old-style news-gathering shrinks, editors find themselves "curating" reports from other media and citizen journalists who range from the reliable to the certifiable.
- Going back to the original challenge - Cultural Content for Education Libraries and collections, but there is something more fundamental about libraries. It’s not just that they have traditionally had collections, but they have had really, really good systems (catalogues, tools, staff expertise) for navigating those collections. So what we’re really interested in is…
- How we connect, how we link and find things, how connections create a metaphoric ‘mesh’ which enables us to filter, to sift and to find… So the question is…
- How might we help teachers and school library staff develop networks to support their own learning?
- Helene Blowers, etc Skip through the next few slides – available with the conference material.
- The intention was to find ‘the recipe’ for successful professional change and implementation in schools – what are the key elements for sustaining change and embedding networked learning. With the identification of key trends from the case studies, we plan to add a small number of questions to the second survey (to be undertaken in the next month or so) in order to test if these characteristics of successful change are present in the broader community.
- It’s interesting because, so much has changed since I started that course, and I didn’t realise how much, because before this I went back to my first blog posts and started to read those and it was only three years ago but I was thinking WOW – the world is a different place – professionally – than it was before that. And it’s really hard to remember what you were like before, when you realise how much has changed.
- I still don’t feel on top of it all, it’s vast and time is always the enemy, but having done the PLN – we were saying the other day – I’m not scared by it anymore, I realise that ok, there is a way round it. I feel as though I have the vocabulary now to ask the right questions, whereas before I did the PLN I didn’t even know what questions I should ask.