Why Curation Will Transform Education and Learning: 10 Key Reasons There is a growing number of key trends that are both rapidly revolutionizing the world of education as we know it and opening up opportunities to review and upgrade the role and scope of many of its existing institutions, (as the likeliness that they are going to soon become obsolete and unsustainable, is right in front of anyone's eyes). George Siemens, in his recent Open Letter to Canadian Universities, sums them up well: 1) An Overwhelming Abundance of Information Which Begs To Be OrganizedThe goal is not (and probably it never was) to learn or memorize all of the information available out there. It's just too much even if we focus only on the very essence of it. The goal is to learn how to learn, to know where to look for something and to be able to identify which parts of all the information available are most relevant to learn or achieve a certain goal or objective.This is why new digital literacy skills are of such great importance. From the New York Times: "...Mr.
Digital Commons | Toolkits and Tutorials | bepress In order to help subscribers get started with Digital Commons and take full advantage of its features, bepress Outreach has compiled this series of toolkits and short tutorials. In the toolkits, you will find a collection of research, reference materials, and other information on each topic to give you the tools you need to be successful. The tutorials are designed to share outreach strategies based upon community best practices. Follow index Toolkits Toolkits Getting Started Toolkit, bepress Journals Toolkit, bepress ETDs & Student Work Toolkit, bepress Law Review Toolkit, bepress Copyright Toolkit, bepress Faculty Collections Toolkit, bepress SelectedWorks Toolkit, bepress Marketing Toolkit, bepress Tutorials Tutorials Dissemination and Discovery: Open Access Publishing for Graduate Work Through Digital Commons, Courtney Smith Generating Top-Level Buy-In for Your Institutional Repository, Courtney Smith Capturing Unique Collections in Digital Commons: A Service to Campus and Community, Ann Taylor
Curation! (2) PowerPoint Presentation: Digital Curation My site: springfieldlibrary.wikispaces.com / My blog: blog.schoollibraryjournal.com/neverendingsearch / My tweets: @ joycevalenza My Guides sdst.libguides.com / newtools sdst.libguides.com / researchtools databases Presentation joycedownunder.wikispaces.com / Curation for search 1306973026 m ake sense determine relevance d etect crap s earch without Google/it’s not about the answer find a niche/take a lead m aximize the new OER resources even a kid can be a trusted guide d evelop digital literacies not on the test take responsibility for learning http ://www.youtube.com/watch? edtechthefuture.png Lopes de Santos, Jaci . Nunley , Donnie. Magic Madzik . “Binghamton University Libraries. Robin Good:
File Format Comparison Projects: Still Image and Audio-Visual Working Groups - Federal Agencies Digitization Guidelines Initiative The FADGI Still Image and Audio-Visual Working Groups are exploring file formats for still images and video. Two explorations are focused on reformatting, e.g., digitizing documents, books, maps, and photographs as still images, and digitizing videotapes (mostly analog, sometimes digital) as file-based video. These two comparisons employ similar, matrix-based tools to make comparisons relevant to preservation planning. The matrixes compare a limited number of formats in terms of roughly forty factors, grouped under the following general headings: Sustainability FactorsCost FactorsSystem Implementation Factors (Full Lifecycle)Settings and Capabilities (Quality and Functionality Factors) Raster Still Images for Digitization: A Comparison of File Formats Digital File Formats for Videotape Reformatting Meanwhile, a third exploration examines born digital video. Creating and Archiving Born Digital Video Back to Top
Take Note: How to Curate Learning Digitally Note taking lies at the heart of curricula around the world. Beginning in elementary school, we teach students to "take notes" so that they can maintain a record of the content disseminated to them by the teacher. And yet, with mobile devices replacing paper notebooks, this process has become increasingly complex as students (and teachers) struggle to apply previous strategies to new tools. In the past, I wrote about the 4Ss of Note Taking With Technology. Students should choose a system that: Supports their learning needs Allows them to save across devices Possesses search capabilities Can be shared While I realize that younger students need scaffolding to learn any system, older students need to think beyond just transcribing information. Curate Recently, a middle-school teacher mentioned to me that her students could not keep track of everything. Curation implies more than just collecting resources into a folder or notebook. Synthesize Reflect
Requirements for Digital Preservation Systems: A Bottom-Up Approach Abstract The field of digital preservation is being defined by a set of standards developed top-down, starting with an abstract reference model (OAIS) and gradually adding more specific detail. Systems claiming conformance to these standards are entering production use. Work is underway to certify that systems conform to requirements derived from OAIS. We complement these requirements derived top-down by presenting an alternate, bottom-up view of the field. 1. The field of digital preservation systems has been defined by the Open Archival Information System (OAIS) standard ISO 14721:2003 , which provides a high-level reference model. Work is under way to elaborate the OAIS reference model with sufficient detail to allow systems to be certified by an ISO 9000-like process , and to allow systems to inter-operate on the basis of common specifications for ingesting and disseminating information [74, 22 ]. 2 Goal 3 Threats Media Failure. 4 Strategies 4.1 Replication 4.2 Migration
What is content curation? Why does it matter to teachers? The term "curate" has become a buzzword in education. I've seen it referenced in TEDx Talks and tossed around in Twitter chats. A few years ago, the term "curation" would have conjured up images of art galleries but now I associate it with conversations about the future of education. And yet . . . I'm really drawn toward an archaic definition of the term. Over time, this word morphed into an intense care and love for a particular subject, knowledge, or set of artistic works. This is something often overlooked in the conversations about education and curation. While I see some validity in this sentiment, I think it proves that now more than ever, teachers need to be curators. What does curation typically look like? Content curation begins with an intense love of the content. Curators have a holistic, connected knowledge combined with thoughtful commentary. If all of that seems too abstract, here are a few things that are a part of the curation process: Favorite Education Curators
World Digital Library Home Teaching Content Curation Skills To Students In my last piece, I discussed why content curation was an essential skill and discussed ways teachers could use Pinterest to curate content for students. Modeling this skill for students is important, but giving them the knowledge to do it themselves is crucial. The ability to sort through many sources for high-quality information was always the goal of library time and research notecards, but today’s students need tech-based content curation skills. Many of the best and most popular programs for this are widely available for free online. Students can learn to manage information with Pinterest Pinterest can be an excellent place to begin teaching students to do their own content curation, though the site’s minimum age requirement of 13 can interfere with younger students’ ability to use this technology. In addition to actively engaging students in learning, this method also ensures that specific student needs are being addressed. Diigo: the No. 1 content curation tool for educators
Creating Flexible E-Learning Through the Use of Learning Objects (EDUCAUSE Quarterly) | EDUCAUSE CONNECT Good Ideas Creating Flexible E-Learning Through the Use of Learning Objects The University System of Georgia deconstructs existing online courses to create separate files of reusable content By Marie Lasseter and Michael Rogers For five years, Advanced Learning Technologies (ALT), a unit within the Board of Regents of the University System of Georgia (USG), has worked with faculty and staff to develop the eCore, an electronically delivered core curriculum for the University System of Georgia. The ALT unit is also charged with assisting faculty and staff in using technology successfully, creating meaningful learning experiences, and expanding access to educational opportunities and resources. While faculty response to SCOUT was encouraging, feedback indicated that what they really needed was a quick way to find specific pieces of learning content so that courses could be custom designed. Transition to Learning Objects A Repository for Version Control Lessons Learned Endnotes 1. 2. 3.