Social content curation
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Social content curation refers to collecting, displaying, and labeling online information using tools like Pinterest, Scoop.it, and Storify. It allows users to exhibit, comment on, categorize, and share web content on a "pinboard." This reduces the effort of creating new resources and focuses on assembling information in a logical way. Examples of its use include arts courses encouraging visual thinking, collaborative course development boards, and showcasing student projects. While it facilitates access and sharing, issues include potential copyright infringement from quick content grabbing and separating content from context.
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Digital Content Curation: iCurate, iShare, iDiscover
This document discusses digital content curation tools Pinterest and Scoopit that can be used for education. It provides an overview of what digital curation is, how educators can use these tools to collaborate, collect and organize resources, and search for content. Key points covered include how Pinterest and Scoopit work, their features and limitations. Examples are given of how teachers and students can curate topics and share resources. The document encourages exploring these tools and considering how they could be incorporated into teaching practice.
Digital Practice and Pedagogy: student generated OERs using Xerte in Art, Des...
Digital Practice and Pedagogy: student generated OERs using Xerte in Art, Des...History, University of Lincoln
Presentation by Adam Smith and Dr Sarah Atkinson from University of Brighton for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/Wollongong 090408232854-phpapp01
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
Curating Online Content
Digital content curation allows teachers to organize quality online resources for students. It involves finding content, sorting it by topic, and sharing it through tools like Pinterest, Scoop.it, and Diigo. These tools make it easy to collaborate, highlight information, and create timelines and stories. By curating content that is relevant, engaging, and from reputable sources, teachers can help students develop information literacy and provide fresh resources for learning.
Cil conference 2012 3 perspectives
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
Conole workshop jtelss
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
Eductech2 Carren A. Pangilinan
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students use tools and facilities to demonstrate skills like research, organization, and presentation.
eductech2 Carren Pangilinan II
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
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This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.Learning Resource Design
This document summarizes a learning resource design session facilitated by Cindy Underhill. The session introduced learning resource design and focused on analyzing examples. Participants discussed conditions for online learning and analyzed projects like LEAP and Digital Tattoo to understand how design elements support learning conditions. The goal was to increase awareness of learning resource design and how standalone resources can effectively support learning inside and outside the classroom.
Setting up the Learner-Centered Classroom. pdf
The passage criticizes the traditional classroom model of passive learning and argues that a more active approach is needed. It notes that the traditional model does not fit changing needs and is a passive way of learning, while the modern world requires a more active processing of information.
Portfolios in the ELA Classroom
Portfolios in the ELA Classroom discusses writing portfolios and their implementation in the classroom. It defines a portfolio as a purposeful collection of student work that shows their efforts, progress, and achievements over time. Portfolios serve both as a process for student learning and reflection, as well as a product to showcase achievement. When implemented digitally, portfolios allow for enhanced archiving, linking, storytelling, collaboration, and connection. The document provides guidance for teachers on designing writing portfolios, including determining purpose, organization, reflection, presentation, and assessment.
Conole soton final
The document discusses harnessing new media, pedagogical innovation, and new approaches to design. It provides an overview of the evolving technological context of e-learning over time from the 1980s to present day. It also discusses facets of learning, pedagogical approaches like situated and immersive learning, the disaggregation of education through open resources and learning pathways, and the promise and challenges of learning design.
ePortfolios for educators
Presentation for the EdTeach Summit in Cape Town on 11 August 2014. Details about the event: http://edtechsummitsouthafrica.com/ Follow me on Twitter @nicolapallitt
PS: Links to URLs in the notes section of PowerPoint when you view the downloaded presentation.
Please share the link to your ePortfolio as a comment - especially if you are a teacher:)
PBL: Why, What and How
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
Conservation's Digital Landscape: one conservator's perspective
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Social content curation
- 2. The abundance of content and connection is as fundamental shift in education as any we are likely to encounter, and there has, to date, been little attempt to really place this at the centre of a model of teaching.” Martin Weller
- 3. What is it? • Refers to the collection, display and labelling of online information • Less about creating new resources and more about amassing information and then maintaining it in a logical fashion • Uses tools such as Pinterest, Scoop.it, Learnist, Tumblr, Storify and EduClipper • Users have a “pinboard” where can exhibit, comment on, catergorise, share content found on web • Similar to social bookmarking but with a focus on visual content and building collections of resources • Can be used to create resource boards, combine ideas and locate content
- 4. Accessing and sharing have become part of our “new normal… we now graze on information.” – Pew Internet Research
- 5. How it works • Provide tools to quickly grab and post webbased content • Functions as a visual scrapbook – reduces stress of narrative involved in a wiki • Allows users to share to socially
- 7. Examples of how being used • Arts-based courses: encourages visual thinking. Capture images and then explain choices made • Penn State College: – collaborative board to help with course developments. Pin images and tag content by lesson and topic. Content offered under CC licences to enable reuse which in turn reduces development time • Creating pin boards to show current student projects
- 8. Further examples • Collect and share reading materials with students, stoke conversation about current events, develop group activities, and critique web-based material. • Replace a textbook with materials available for free online. Collects video tutorials, handouts, lessons, and other materials on a “board” that students access using their own computers or mobile devices.
- 9. Other ideas • Brainstorming – encourages visual format • Useful for quickly gathering a portfolio and presenting it publicly • Use to show work in progress • Create a journal or log over time – a visual record to reflect on • To support collaborative planning
- 10. Issues to be resolved • Argument often made that this encourages copying leading to infringement of copyright as so quick to capture info • May separate content from context as pull images, figures, headlines etc • Few privacy controls in some sites
- 11. Where is this going? • Enthusiastic reception • Need to develop beyond simple collection and tagging of content • Need to develop ways of sorting and organising content
- 13. References • 7 Things You Should Know about Social Content Curation • http://classroom-aid.com/2013/06/19/socialcontent-curation-for-learning-communities/ • http://thejournal.com/articles/2012/12/18/te aching-with-content-curation.aspx