Here is an introduction to me and what you will find on this post:
Here is a transcript of the above audio recording.
Rationale for Curating Resources
Providing additional resources that can support students of varying levels of abilities and also provide opportunities for further explorations is not new for educators, however, recognizing the continued need (and I would argue the greater need) to provide these resources in an online learning environment might be overlooked at first. Such resources can increase learner independence, increase student engagement by offering a variety of learning resources, enhance peer collaborations and might even provide opportunities for partnerships with the community if local experts are included on resource lists. That’s a lofty assertion, however with a critical eye for trustworthy and accessible resources, a little creativity, and a plan for organizing and presenting curated resources educators can help enhance the remote learning experience.
Curated resources might include:
- blog posts
- experts to follow on Twitter
- journal or newspaper articles
- tutorial videos
- MOOCs (Massive open online course such as Duolingo and Crash Course)
- contact information for community experts or organizations
Students can be invited to participate in the curation of relevant and engaging resources (particularly in secondary school). Through the curation of learning resources, and by inviting student participation, teachers can model and encourage collaborative and independent learning while introducing students to the benefits of developing their own Personal Learning Network (PLN).
Here are 6 considerations to take into account when curating resources that assist remote learning:
1. Understand and summarize FIPPA guidelines to ensure teacher and student privacy is protected
As educators, we are required to make sure that students understand the risks of using technology including information privacy. To learn more about digital literacy and online safety Emily Miller, a fellow MEd student, created a very informative blog post early in our masters program: Considering Privacy Online.
Also, the Office of the Information and Privacy Commissioner of British Columbia has created a document for educators that responds to the new experience of remote learning during the COVID 19 pandemic: FIPPA and online learning during the COVID-19 Pandemic (April 2020).
2. Critique resources for their appropriateness, correctness, and contribution
Your school librarian may have a lesson to share with you and your class on how to find reliable and trustworthy resources (or alternatively, how to recognize fake news), however here are several other tools for resource evaluation:
- University of Victoria (Inba Kehoe): Criteria for Evaluating Internet Resources
- University of California – Berkeley: Evaluating Resources
- ISTE’s Today’s News: Real or Fake
I found that it was particularly important to review criteria for relevant and trustworthy resources with students as they often trust and suggest the first video(s) they find on a Google search.
For the rationale as to why I have included these evaluation resources and decided not to include others, please see my post Critical Evaluation Tool Rationale.
3. Organize curated resources in such a way as to encourage student engagement and exploration
Headings can be used to efficiently direct students to appropriate resources. In both of the following examples I use Google docs so that students can contribute to and co-create a resource list. Additional collaborative document tool options can be found on the blog posts: Co-Creation/Group Editing and Resources to Use with Google Classroom.
In this list of curated science resources, I organize resources under the headings “Introduction to Concepts,” “Mastering the Basics,” and “For Further Exploration”:
Alternatively, the following example shows resources organized according to the way information is delivered (for example: video, text, or podcast):
Depending on the subject area and the dynamics of your classroom, other organizational strategies might be more useful. I encourage you to change things up and ask your students for input!
4. Practice legal and ethical use of resources
It is important that teachers model giving credit to the creators of content, whether it be pictures, text, or ideas. Resources for copyright and attribution include:
Pixabay, Unsplash, and Creative Commons are great options for accessing photos and images with easy attribution. Please visit Best practices for attribution using CC-licensed materials for more information and examples.
5. Identify appropriate technologies to make curated resources available
Technology options for making curated resource lists include:
- Teacher websites and Blogs (WordPress. Moodle)
- G Suite for Education: Google Docs, Google classroom
- Microsoft Office 365: Microsoft Teams
For additional technology options for communicating and collaborating see Communication (Annotating, Forums, Blogging) Meeting Schedules and Surveys or you could consider Diigo which allows sharing, annotation and collaboration of digital content.
It is important to be aware that some of these online tools or Learning Management Systems collect personal information which is not in line with British Columbia’s Freedom of Information and Protection of Privacy Act which states “information must be stored only in Canada and accessed only in Canada.” Whatever you choose from the list of creation applications provided needs to be checked by your technology department if you decide to have your students sign into them, and parental consent is required.
6. Predict difficulties students will have accessing the technology and the resources and address the concerns.
Fellow MEd students, Nicole and Joanna, have researched and assembled information on how teachers can make content accessible for all. Please refer to their blog posts An Introduction to Digital Accessibility, Creating Accessible Content for Online Learning and also Kim Ashbourne’s blog for more information. Open educational resources (OER),or open access publications, are best to ensure that students don’t need a subscription or have to pay for the content.
As is the case with using all technology with our students, it is important to have regular dialogue around digital citizenship and digital literacy (see blog post Building Digital Literacy: Resource Guide for Google Classroom and FreshGrade). The BC Digital Literacy Framework is a great resource that outlines expectations for students around technology use in K-12. The ISTE Standards for Educators (ISTE stands for International Society for Technology in Education) is another valuable resource that includes expectations for students, educators, and educational leaders.
To explore research regarding collaborative learning, OER, curating resources and establishing PLNs:
Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K-12. International Review of Research in Open and Distributed Learning, 19(2) Retrieved from http://www.irrodl.org/index.php/irrodl/article/download/3431/4584
Dalsgaard, C., & Thestrup, K. (2015). Dimensions of openness: Beyond the course as an open format in online education. International Review of Research in Open and Distributed Learning, 16(6) Retrieved from https://www.erudit.org/en/journals/irrodl/2015-v16-n6-irrodl05030/1066291ar.pdf.
Forbes, D. (2017). Professional online presence and learning networks: Educating for ethical use of social media. International Review of Research in Open and Distributed Learning, 18(7) Retrieved from http://search.proquest.com.ezproxy.library.uvic.ca/docview/2009105971?accountid=14846
(2018) Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model, International Journal of Human–Computer Interaction, 34:10, 932-942,