2. >>UNITEC INSTITUTE OF TECHNOLOGY
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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3. >>UNITEC INSTITUTE OF TECHNOLOGY
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 Library
http://www.etv.org.nz/v4/
eTV guide
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4. >>UNITEC INSTITUTE OF TECHNOLOGY
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 labels
eTV Library Services for staff
http://www.etv.org.nz/v4/ eTV website
eTV guide gives lots of useful information
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5. >>UNITEC INSTITUTE OF TECHNOLOGY
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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6. >>UNITEC INSTITUTE OF TECHNOLOGY
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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7. 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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8. >>UNITEC INSTITUTE OF TECHNOLOGY
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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9. >>UNITEC INSTITUTE OF TECHNOLOGY
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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10. >>UNITEC INSTITUTE OF TECHNOLOGY
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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11. >>UNITEC INSTITUTE OF TECHNOLOGY
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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12. >>UNITEC INSTITUTE OF TECHNOLOGY
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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