Curate Like A Pirate: Choosing Education Content That Leads TO A Treasure Load Of Learners

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Curate Like A Pirate has nothing to do with your organization attacking and robbing ships. It has everything to do with the spirit of pirates. Should you choose content that is elementary for those just entering the profession? Should the content be advanced? Should education programming offer only relevant content or the most popular content? After adopting a pirate-spirit that embraces the pirate code and that commits to the voyage you'll be able to discover how to select the right content for the right audience at the right time.
After attending this session, the participant will be able to:

1) Identify four traits of curation that you should implement when selecting content for education programming.
2) Discuss the pros and cons of only offering content that meets your members’ current needs.
3) Evaluate the differences between offering relevant or popular content for your customers.

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Curate Like A Pirate: Choosing Education Content That Leads TO A Treasure Load Of Learners

  1. 2
  2. 3
  3. 4
  4. 5
  5. Daring, adventurous, willing to set off in uncharted territories.
  6. Floating democracies
  7. Unsatisfied with status-quo, average
  8. Refuse to conform to tradition that may stifle creativity, independence and success.
  9. Travel to the ends of the earth to find what they value. The look for the mysterious X that leads to treasure.
  10. If you are willing to: 1. Live by pirate curation code;
  11. If you are willing to: 1. Live by pirate curation code; 2. Commit to voyage;
  12. If you are willing to: 1. Live by pirate curation code; 2. Commit to voyage; 3. Search for authentic curation
  13. If you are willing to: 1. Live by pirate curation code; 2. Commit to voyage; 3. Search for authentic curation Then you’re ready to set sail!
  14. 16 How do you know content you select will attract the right target market?
  15. How do you know content you select will attract the right target market?
  16. 18 If we live in a world where information drives what we do, the information we get becomes the most important thing. The person who chooses that information has power. ~ Seth Godin
  17. 19 The person or people who choose your content control all the power!
  18. 20 What drives your content & learning design selection?
  19. What drives your content & learning design selection?
  20. Shotgun Approach
  21. All things to all people
  22. Big box department store discounted quantity for masses
  23. Content defined by committees
  24. Laser approach Highly amplified Coherent focused beam
  25. How would you define or describe aggregation?
  26. Aggregation: The act of collecting things together. Putting multiple options into one option 28
  27. Call for Proposals is an aggregation process 29
  28. Education Program Aggregator: 30 1. Creates CFP & distributes.
  29. 31 1. Creates CFP & distributes. 2. Sets deadlines for submissions and process. Education Program Aggregator:
  30. 32 1. Creates CFP & distributes. 2. Sets deadlines for submissions and process. 3. Has committee select & approve speakers/content from CFP. Education Program Aggregator:
  31. 33 3. Manages speaker contracts & forms Education Program Aggregator:
  32. 34 3. Manages speaker contracts & forms 4. Communicates with speakers Education Program Aggregator:
  33. Aggregation focuses on efficiency not effectiveness. 35
  34. What are pros and cons of using a content aggregation system?
  35. 37 When you search on Internet, do you want all the responses?
  36. 38 You want relevant information that applies to your context!
  37. 39 You want relevant information that applies to your context!
  38. How would you define or describe curation?
  39. 41 Curation
  40. 42 Curation: from Latin curare meaning “care for”
  41. 43 Curation: • Process of deciding direction, theme
  42. 44 Curation: • Process of deciding direction, theme • Identifying best content related to theme
  43. 45 Curation: • Process of deciding direction, theme • Identifying best content related to theme • Designing learning experiences to help participant make sense and context
  44. Traits Of Curation:
  45. Traits Of Curation: FOCUS
  46. FOCUS 1. Filter
  47. FOCUS 1. Filter Intention, making judgments, seeing trends, finding meaning, deciding relevance
  48. FOCUS 1. Filter Must be context driven for audience!
  49. FOCUS 1. Filter Flexible, adaptable and change! Most difficult to do.
  50. What do you need to know in order to filter content & learning opportunities in the curation process?
  51. FOCUS 2. Organize
  52. FOCUS Some type of classification and arrangement. 2. Organize
  53. FOCUS Learner outcomes, pre-requisites and purpose. Levels of experience 2. Organize
  54. FOCUS 3. Context Meaning to the education offering and how it fits within their context.
  55. FOCUS 3. Context Helping audiences discover a richer, deeper significance.
  56. Which is most important: relevant or popular content?
  57. FOCUS Relevant, practical takeaways that can be used immediately. 4. Utilize Takeaways
  58. FOCUS Must be able to solve problems immediately. 4. Utilize Help Me!
  59. FOCUS 5. Share Avoid over sharing too much information.
  60. FOCUS 5. Share Will this curated content & experience be more valuable than the silence?
  61. FOCUS 5. Share Will this curated content and experience help them succeed or keep them from failing?
  62. FOCUS 1. Filter 2. Organize 3. Context 4. Utilize 5. Share
  63. Which of these do you need to work on for the future?
  64. FOCUS 1. Filter 2. Organize 3. Context 4. Utilize 5. Share
  65. What do low beam headlights do compared to high beam headlights?
  66. Are You A low beam or A high beam Education Leader
  67. Low beams - you can see a little in front of you & move forward without an accident
  68. If you increase your speed, you need to see further ahead for obstacles, curves, changes…
  69. Low Beam Education Leaders 1. Are execution & implementation focused
  70. Low Beam Education Leaders 1. Are execution & implementation focused 2. Concentrate on monthly results
  71. Low Beam Education Leaders 1. Are execution & implementation focused 2. Concentrate on monthly results 3. Ignore trends & where industry is headed
  72. Low Beam Education Leaders 4. Replicate previous programs & avoid change
  73. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today
  74. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused
  75. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 1. Use high vision intelligence.
  76. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 1. Use high vision intelligence. Interpret business intel & trends. Focus on how relate to education programming.
  77. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 2. Adapt quickly to new trends.
  78. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 2. Adapt quickly to new trends. 3. Are willing to experiment.
  79. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 4. Focus on: “We serve our members best by serving our industry first.”
  80. Low Beam Education Leaders 4. Replicate previous programs & avoid change 5. Invest in today 6. Usually 12-month focused High Beam Education Leaders 5. Use predictive analysis: Ability to look at current global trends, industry trends and predict how they will impact their members.
  81. What are the pros and cons of only offering content that meets current needs?
  82. Photoby Andy Magee - Creative Commons Attribution-NonCommercialLicense http://www.flickr.com/photos/84272941@N00 Created with Haiku Deck
  83. Photoby Justin Ornellas - Creative Commons AttributionLicense http://www.flickr.com/photos/85297901@N00 Created with Haiku Deck
  84. Photoby Keith Brofsky - Getty Royalty-Free License http://www.gettyimages.com/Corporate/LicenseAgreements.aspx Created with Haiku Deck
  85. Photoby Thomas Forsyth - Creative Commons Attribution-NonCommercial-ShareAlikeLicense http://www.flickr.com/photos/28335533@N05 Created with Haiku Deck
  86. “Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dichotomies” by Marcia Conner, Dan Pontefract and Kerry Brown. May 2013. www.marciaconner.com/learning-nouveau/
  87. 90
  88. 91
  89. 92
  90. 93
  91. • Sean Rogers • bionicteaching • Ha-Wee • Ben Terrett • kathryn_rotondo • (nz) dave • Pink Sherbet Photography • OakleyOriginals • Clear Inner Vision • Aidan O'Sullivan • wwarby • jModus • BrittneyBush • Leo Reynolds • Keisuke Omi • wecand • Abllo • Bloody Marty Mix • Postaletrice • Piero Molinari • MarS • geekadman • organgeacid
  92. jhurt@velvetchainsaw.com velvetchainsaw.com @JeffHurt

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