The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.

1. MAKE LEARNING PERSONAL WITH CONTENT
CURATION
Nancy White, CETL
Learning & Innovation Specialist
@NancyW
nancyweducationinnovations.com
Resources :
curatingisthecure.wikispaces.com/

2. OUTCOMES
Understand what curating for
learning is, and how it differs
from collecting information.
Understan
d
Understand the connection
between curating and
personalizing learning
Understan
d
Learn about digital tools that
can be used for curating
Learn
about

3. Licensed Under Creative Commons. Available on Flickr from Spark CBC: http://www.flickr.com/photos/25031050@N06/3292307605/sizes/z/in/photostream/

5. RESEARCH IN THE COMMON CORE
“Research—both short, focused projects (such as those commonly required in
the workplace) and longer term in depth research —is emphasized
throughout the standards but most prominently in the writing strand.”
From Key Points in the ELA Standards. Available http://www.corestandards.org/resources

6. RESEARCH IN THE COMMON CORE
“Students are to be given extensive practice with short, focused
research projects. Writing Standard 7 emphasizes that students should
conduct several short research projects in addition to more sustained
research efforts. Materials should require several of these short research
projects annually to enable students to repeat the research process many
times and develop the expertise needed to conduct research
independently. A progression of shorter research projects also encourages
students to develop expertise in one area by confronting and analyzing
different aspects of the same topic as well as other texts and source
materials on that topic.”
From Publisher’s Criteria for the Common Core Standards. Available http://www.corestandards.org/resources

7. 21ST CENTURY
& POST
SECONDARY
WORKFORCE
READINESS
SKILLS

8. STRATEGY?
Curating!

9. COLLECTING VS.
CURATING

10. THINKING LEVEL
 Collecting
 Classifying
 Lower Level of
Blooms
 Curating
 Synthesis –Evaluation
 Higher Level of Blooms

11. PROCESS
 Collecting
 Not a lot of depth in
collecting process
 Examples: Pinterest,
Facebook
 Somewhat random process
 Curating
 “Cherry-Picked”
 Synthesizing, Interpreting,
Evaluating
 Theme & Context
 Disciplined, purposeful,
continuous process of
inquiry

12. ORGANIZATION
 Collecting
 Thematic
 Curating
 Thematic AND
Contextual
 Includes real-world
examples & uses

16. VALUE
 Collecting
 Meets a personal
interest
 Value to collector
 Quantity matters
 Curating
 Meets a learning goal
 Value to collector and
other learners
 QUALITY matters

17. AUDIENCE
 Collecting
 Not necessarily shared
 Curating
 Arranged, annotated
and published
somewhere
 Available to the
general public –
beyond the life of a
particular “course”
 Shared

18. Collecting vs. Curating

19. STRIPLING MODEL OF INQUIRY
http://tps.govst.edu/pdfs/StriplingModelInquiry.pdf

21. Stripling Model of Inquiry
http://tps.govst.edu/pdfs/StriplingModelInquiry.pdf

23. INQUIRY BASED LEARNING
Traditional
Hands-on
Structured Guided
Student
Directed
Student
Research
Topic Teacher Teacher Teacher Teacher
Teacher/
Student
Question Teacher Teacher Teacher
Teacher/
Student
Student
Materials Teacher Teacher Teacher Student Student
Procedures/
Design
Teacher Teacher
Teacher/
Student
Student Student
Results/
Analysis
Teacher
Teacher/
Student
Student Student Student
Conclusions Teacher Student Student Student Student
Bonnsetter, Robert J. (2001). Inquiry: Learning from the past with an eye on the future. Retrieved 15
May, 2005 from the World Wide Web: http://unr.edu/homepage/jcannon/ejse/bonnstetter.html
Focus on Teaching Focus on Learning

24. Inquiry Based Learning
Traditional
Hands-on
Structured Guided
Student
Directed
Curating
Topic Teacher Teacher Teacher Teacher
Teacher/
Student
Question Teacher Teacher Teacher
Teacher/
Student
Student
Materials Teacher Teacher Teacher Student Student
Procedures/
Design
Teacher Teacher
Teacher/
Student
Student Student
Results/
Analysis
Teacher
Teacher/
Student
Student Student Student
Conclusions Teacher Student Student Student Student
Bonnsetter, Robert J. (2001). Inquiry: Learning from the past with an eye on the future. Retrieved 15
May, 2005 from the World Wide Web: http://unr.edu/homepage/jcannon/ejse/bonnstetter.html
Focus on Teaching Focus on Learning

25. “In its broadest meaning, ‘self-directed
learning’ describes a process by which
individuals take the initiative, with our
without the assistance of others, in
diagnosing their learning needs, formulating
learning goals, identify human and material
resources for learning, choosing and
implement appropriate learning strategies,
and evaluating learning outcomes.” (M.
Knowles, Principles of Androgogy, 1972)
SELF-DIRECTED LEARNING

26. • Self-Directed Learning describes a
• Diagnosing Own Learning Needs
• Formulating Learning Goal
• Identify Resources
• Implement Learning Strategies
• Evaluating Learning Outcomesand)

27. LET STUDENTS CURATE!
 Higher level thinking
 Students in role of teacher
 Constructing knowledge
 Enduring understanding
 Making connections
 Content
 Experts
 Active, engaged learning!

28. LEARNING IS PERSONALIZED!
 Self-Directed
 Self-Paced
 Learner Agency
 Voice & Choice
 Community
 Learning based on interests,
passions & talents
 Assessment AS learning
Barbara Bray &
Kathleen McClaskey:
Make Learning Personal
www.personalizelearning.com/

29. #BEYONDTHETEXTBOOK
WHEN YOU THINK OF WHAT MIGHT COME AFTER THE TEXTBOOK –WHAT DO YOU THINK IT MIGHT
BE?
This Photo by Unknown Author is licensed under CC BY-NC

30. #beyond the textbook
 “I imagine a techbook looking
like a science notebook or
journal. It would be a place
where students can take notes,
pin articles and videos, record
experiments and discussions or
lectures, organize data tied to
these experiences sketch out
ideas in words and pictures,
and send and receive emails or
other messages.”
-Marybeth Hertz

31. #BEYOND THE TEXTBOOK
 “For me, going beyond the
textbook means giving
students a toolbox rather than
an instruction manual…So what
would a student see when they
first opened such a book? It’s
blank.”
-Frank Noschese

32. HOW TO LAUNCH A CURATING PROJECT?

33. QFT Rules
• Ask as many questions as you can.
• Do not stop to discuss, judge or answer any
question.
• Write down every question EXACTLY as it is
stated.
• Change any statement into a question.

34. Mulberry Street, New York City

36. The Sound of War

37. WHAT OUR STUDENTS
SAID ABOUT CURATING
8TH GRADE SOCIAL STUDIES:
SOCIAL REFORM MOVEMENTS
OF THE LATE 19TH CENTURY

38. "Difference between
curating &collecting
research to me is that
when you curate
research, you have the
passion to learn."

39. “My thinking on learning has
changed a bit. I suddenly feel like
learning isn’t a chore, it’s an
opportunity that can open so many
doors!”

40. "This project has
given me a new
respect for bloggers
who curate their
research because it is
hard."

41. "With curating you're
becoming engrossed in your
topic. You know anything &
everything about it. You can
talk about it with personality
& passion"

42. :"Curating you are using heart.
You use emotion and find
passion to do that certain job or
write about that certain topic."

43. “A project doesn't
have to be stale and
boring, it can be fun,
you can really care
about what you are
writing."

44. “A curator paints with
words. They describe
what they are talking
about so well that it
doesn't even have to be
there for you to see it.“

45. Another student's definition of a curator:
"Someone who goes into the details of
something to find its "back story"

46. "A curator is someone
who puts back the
history into something
tries to find the story or
background from where
or what it is truly from."

47. "The only thing I would have liked to do
differently would be given more time to
learn even more about the topics."

48. TOOLS
CuratingistheCure.wikispaces.com: Tutorial
Links

49. QUESTIONS?
Resources:
curatingisthecure.wikispaces.com/
@NancyW
NancyWEducationInnovations.com