Before the internet we learned from institutions, friends, family and co-workers. Learning was a process largely influenced from local resources; schools, work, communities and civic activities. We also learned from media fed to us and media we sought in books, videos and sound. Our resources were limited by reach, access and choices.
Today the resources for learning are unlimited and for the most part free. Our reach to information is unlimited and access is 24/7 which expands the venue of choices. As a result we are all learning what we didn’t know but want to know and we are being taught by others that do know.
Widely understood to be essential to success in the workplace and modern life, digital literacy is beginning to emerge as a necessary component of curricula across the globe. As current undergraduates have never known a life without the internet, it’s only natural that universities should nurture their familiarity with technology, encouraging its use in teaching and learning. Instructors should also be prepared to offer guidance on what students aren’t as familiar with–turning their technical skills into skills for lifelong learning and employability.
According to Boyd (2010) curators help people to focus their attention on the most relevant and important information streams. Valenza (2011) tells us to take advantage of the work of others passionate about a topic and use their curated work as a search tool.Fiorelli (2011) describes content curators as “critical knowledge brokers”.
Librarians, journalists, and teachers have always curated: they evaluate, select, collect, present, and promote material for their users, readers and students; but these days curation is becoming an important activity for a broad range of people and for a variety of reasons and purposes.
The researchers found that "personal 'ownership' of the device is seen as the single most important factor for successful use of this technology." They found ownership is fundamental for increasing students levels of motivation, interest, and engagement. Personal ownership promotes greater student autonomy and self-efficacy. Best of all, ownership encourages students to take more responsibility for their learning.
We take a bazillion photos with our phones and digital cameras. The digital images mostly just sit, clogging up our hard drive(s). This has been a problem for as long as digital photography has existed and it’s getting worse. Camera resolutions are getting bigger and with it, the file sizes of our digital photos are growing.
Although many companies have taken a crack at this problem, I think Apple’s upcoming iCloud Photo Library could be the perfect solution — if they do it right.
Don’t andomly sharing a large amount of links in a rapid fire sequence or in a looong bulleted list of links is collecting, not curating. Most of the time, it is seems that “link collectors” just skim over the titles and at most a few sentences of the resources without reading, nor digging deeper into the content. It is by sharing quality and relevant content and by adding value to make me see connections, new background information or a different perspective I had not considered, that curators will gain my trust.
But what is more fundamental is the change to our understanding of knowledge itself. We are shifting fromknowledge as remembering to knowledge as recognizing. The difference is that we understand knowing, not as an accumulation of facts, but rather, as a development of the self, of the creation of a 'mental muscle', which is in essence a set of reactions and instincts.
Sometimes, new knowledge looks like remembering, especially then the knowledge being applied is simple and straightforward. Sometimes it looks like a performance or skill, as when we perform a complex and adaptive task. Somethings it looks like mastery of the tools, as when we know exactly what and where to look up the information we need.
Why do I characterize this explanation as a flipped classroom and not flipped learning? Because, contrary to popular belief, these terms are not synonymous. Yet nearly every article written on these topics mistakenly equates them.
With the recent announcement of Google Classroom, school districts and educators across the country that are currently integrating Google Apps for Education into their classrooms are awaiting the opportunity to gain access to Google’s workflow solution. While there are currently a number of workflow solutions and approaches within Google Drive that classroom teachers can take that range from manual organization and file / folder sharingto advanced automation with tools such as Doctopus, Google Classroom provides a viable option that strikes a balance – blending tight integration with Google Drive, an intuitive interface and advanced features that experienced Google Drive users are looking for.
Chief executive of 9,000-member UK group argues that while 'authors' earnings are going down generally, those of publishers are increasing.
After figures released this week showed professional authors' median annual incomes have collapsed to to £11,000, The Society of Authors' chief executive has claimed that traditional publishers' terms "are no longer fair or sustainable".
It has no teachers. No books. No MOOCs. No dorms, gyms, labs, or student centers. No tuition.
And yet it plans to turn out highly qualified, motivated software engineers, each of whom has gone through an intensive two- to three-year program designed to teach them everything they need to know to become outstanding programmers.
Below are examples of all the different ways educators used to curate or share information from the Edutech National Congress & Expo. Comparing the tools used to curate at EduTech with the curation survey results highlights choices are personal and based on the outcome you’re trying to achieve.
From confidence-building to skill enhancement, making the work of a learner public often resulted in an overall enhanced educational experience. Today, thanks to the power of technology, we are able to magnify all of these benefits by posting learners' work online.