How does curation make a

difference for students?

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Choose to curate links and resources to give your students answers to these questions…

• Why did the teacher put this link online?

• What will I see if I click on the link?

• Who created this site?

• How long can I expect to spend reading/listening/viewing?

• Do I really want to click this link?

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Why curate?

You will see three examples of information given with links to useful sites. Which appeals to you the most in terms of knowing what information the sites contain – A, B or C?

A. Straight links

eTV Libraryhttp://www.etv.org.nz/v4/eTV guide

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Why curate?

Which appeals to you the most in terms of knowing what information the sites contain – A, B or C?

B. Links with extra labelseTV Library Services for staff http://www.etv.org.nz/v4/ eTV websiteeTV guide gives lots of useful information

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Why curate?

Which appeals to you the most in terms of knowing what information the sites contain – A, B or C?

C. Curated links (wrap around instruction)

eTV Library: As a staff member you can sign up to the eTV service. This will enable you to take clips of recorded TV programs and use them in class, as well as embedding eTV videos directly into Moodle. For access to eTV, go to http://www.etv.org.nz/v4/. Please see our eTV guide for instructions on how to insert eTV videos into Moodle. Choose a resource from eTV and give your wrap around instructions (curation) on the Moodle forum for other teachers to see.

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Why curate?

Consider the extra information that is given in example C, which comes from the Unitec library website. Good curation, like example C, gives context for the links that are given, gives ‘wrap around instructions’ and explains why you might use the links.

Curation helps students to make sense of links that you give them.

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Here is another example of curated text from UQ’s TEDI website on designing online courses. What text has been

added to curate the links? What extra info is given?

Clear learning objectives or learning outcomes are crucial to help students know what is required of them and will be the backbone of your activities and assessment. This guide from University of Sydney can assist you to design clear learning outcomes. Active learning pedagogies tend to use the higher order thinking skills of Bloom's taxonomy such as synthesis, analysis and evaluation.

This short video, What is Active Learning?, shows how active learning requires higher order thinking to encourage deeper learner and retention of content.

Effective practice in a digital age is a resource produced by Jisc (Joint Information Systems Committee) to guide academic and professional staff with learning activity designs for institutional and disciple-specific contexts. Readers can select case studies to suit their own situations, such as a preference for simpler technologies or pushing the boundaries in ‘highly resourced environments’. There are also useful examples of how to match learning goals and learning themes with technologies.

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Explanation of what the website guide contains

Clear learning objectives or learning outcomes are crucial to help students know what is required of them and will be the backbone of your activities and assessment. This guide from University of Sydney can assist you to design clear learning outcomes. Active learning pedagogies tend to use the higher order thinking skills of Bloom's taxonomy such as synthesis, analysis and evaluation.

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Name of video, approximate length and what it contains.

This short video, What is Active Learning?, shows how active learning requires higher order thinking to encourage deeper learner and retention of content.

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Title of PDF and the reputable source, as well as a summary of what you can find there

Effective practice in a digital age is a resource produced by Jisc (Joint Information Systems Committee) to guide academic and professional staff with learning activity designs for institutional and disciple-specific contexts. Readers can select case studies to suit their own situations, such as a preference for simpler technologies or pushing the boundaries in ‘highly resourced environments’. There are also useful examples of how to match learning goals and learning themes with technologies.

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Compare curated text with a list of those links

University of Sydney guide

Bloom's taxonomy

What is Active Learning?

Effective practice in a digital age

Jisc

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Choose to curate links and resources to give your students answers to these questions…

• Why did the teacher put this link online?

• What will I see if I click on the link?

• Who created this site?

• How long can I expect to spend reading/listening/viewing?

• Do I really want to click this link?

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