Universities Without Borders
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The document discusses digital curation and open educational resources (OER) in three key areas: 1) It outlines how OER can promote social justice through affordable and accessible education for all. 2) It explains that digital curation involves collecting, preserving, and providing access to digital information and research data throughout its lifecycle at the individual, institutional, and societal levels. 3) It argues that teaching digital literacy skills, such as critical thinking, collaboration, and cultural understanding, is important for effective use of OER and digital curation.
Universities Without Borders
- 1. #OpenEd 2014 – November 21, 2014 Universities Without Borders Tim Boileau, Ph.D. Indiana State University
- 2. Social Learning and OER
- 3. OER as a Moral Imperative Social Justice Redistribution of Wealth Affordable Education Access to Learning
- 4. A New Learning Paradigm O E R Open Access = Immediate Access + Full Use Open content vs. open learning experiences Process of receiving/giving systematic instruction. Conditions under which learning occurs. Formal (10%) vs. Informal (90%) Learning. Textbooks Courses Media, Games, Articles, Data…
- 5. Social Learning Context Digital Curation OER Digital Literacy Pedagogy
- 6. Digital Curation Set of interdisciplinary activities for collection, preservation, maintenance, and archiving of digital information and research data, in order to add value to the information and data throughout its lifecycle. Boileau, 2014
- 7. Accumulation of Knowledge by Mankind: ❖ 1 - 1500 CE: Doubled in 1500 years (x2) ❖ 1500 - 1750: Doubled in 250 years (x4) ❖ 1750 - 1900: Doubled in 150 years (x8) ❖ Today: The accumulated knowledge of mankind doubles every 1-2 years (x16, x32, x64, x128,…) (3,346 Feet) (1000 miles)
- 8. Digital Curation - Historical Perspective Libraries Museums 8
- 9. Digital Curation - Tools 9
- 10. Digital Curation - Domains ❖ Individuals ❖ Institutions ❖ Society 10
- 11. Digital Curation - Individuals ❖ Everyone is a curator; enabled by social media-based curation tools ❖ Despite technology, humans face innate cognitive limitations ❖ Required skills for digital curation include: Analysis Networking Assessement Knowledge Construction Critical Thinking Conceptualization Distributed Cognition Trans-Media Navigation Investigation Collective Intelligence 11
- 12. Individual Digital Curation - PLN ❖ Painful truth: Knowledge has an expiration date ❖ Leverage social media to build your personal learning network (PLN) ❖ Use your social media account(s) to curate and post content to own personal learning network #OpenEd14 ❖ Get Started! Edublog Teacher Challenge: Create a PLN 12
- 13. Digital Curation Tool Examples 13 http://www.scoop.it/t/aect timboileau.wordpress.com tweetedtimes.com/#!/timboileau paper.li/timboileau/ pinterest.com/timboileau/education-technology/
- 14. Digital Curation - Institutions ❖ Concept of curation is not new: e.g., institutional memory, archives, knowledge management ❖ What is new: stakeholders expect access to knowledge repositories; to contribute to, and access archived resources 14
- 15. Institutional Curation - DCC Digital Curation Centre (DCC) was established in the UK in 2004, with a focus on the preservation and curation of data collected from research conducted on a global basis. The primary aims of the DCC are: ❖ to promote an understanding of the need for digital curation among communities of scientists and scholars; ❖ to provide services to facilitate digital curation; ❖ to share knowledge of digital curation among the many disciplines for which it is essential; ❖ to develop technology in support of digital curation; and, ❖ to conduct long-term research into all aspects of digital curation. 15
- 16. DCC Curation Processes 1. Conceptualize: conceive and plan the creation of digital objects, including data capture methods and storage options. 2. Create: produce digital objects and assign administrative, descriptive, structural and technical archival metadata. 3. Appraise and select: evaluate digital objects and select those requiring long-term curation and preservation. Adhere to documented guidance, policies and legal requirements. 4. Ingest: transfer digital objects to an archive, trusted digital repository, data centre or similar, again adhering to documented guidance, policies and legal requirements. 5. Preservation action: undertake actions to ensure the long-term preservation and retention of the authoritative nature of digital objects. 6. Store: keep the data in a secure manner as outlined by relevant standards. 7. Access and use: ensure that designated users can easily access digital objects on a day-to-day basis. Some digital objects may be publicly available, whilst others may be password protected. 8. Transform: create new digital objects from the original, for example, by migration into a different form. 9. Dispose: rid systems of digital objects not selected for long-term curation and preservation. Documented guidance, policies and legal requirements may require the secure destruction of these objects. 16
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- 18. Digital Curation - Society Three Global Trends in Digital Curation (end of 2013): ❖ The rise of individual access enabled by smartphones and tablets, ❖ The end of content scarcity as digital distribution has become ubiquitous, and ❖ The shift away from content ownership, facilitated by always-on networks, to services. 18
- 19. Digital Literacy Skills Digital literacy skills relate to the use of digital technology tools in activities that locate, create, communicate, and evaluate information within a networked (online) environment, mediated by digital computing technologies. 19 Boileau, 2014
- 20. Skills
- 21. Teaching Digital Literacy Skills ❖ Requires a different epistemological framework than teaching other forms of literacy ❖ Not the same thing as teaching how to use technology ❖ What is lacking are the skills to discriminate between good information and bad information 21
- 22. Digital Literacy - Best Practices ❖ Digital literacy should be pedagogically led and integrated soundly into the curriculum; ❖ Educators should use social software and collaborative technologies to encourage learners to work together; ❖ Educators should focus on skills that facilitate lifelong learning and transferable skills, and ❖ Learners should use technology tools to create assessable deliverables. 22 Mallon & Gilstrap, 2014
- 23. Teaching Digital Literacy (1 of 3) ❖ Functional Skills – hands-on, experiential learning to develop competency in basic ICT skills. ❖ Creativity – in reference to how learners think, construct knowledge objects, and apply methods for sharing and distribution of knowledge. ❖ Collaboration – meaningful learning requires dialogue, discussion, and exchange of ideas with and in relation to others for socially constructed meaning-making to occur. 23 Hague & Payton, 2010
- 24. Teaching Digital Literacy (2 of 3) ❖ Communication – digital literacy requires additional higher order communication skills in a world where much communication is mediated by digital technology. ❖ Ability to Find and Select Information – related pedagogy is inquiry-based learning; these are fundamental skills that are essential for knowledge development as learners learn how to learn. ❖ Critical Thinking and Evaluation – critical thinking is at the core of digital literacy; it includes analysis and transformation of information to create new knowledge; and requires reflection to evaluate and consider different interpretations. 24 Hague & Payton, 2010
- 25. Teaching Digital Literacy (3 of 3) ❖ Cultural and Social Understanding – provides learners with a language and context for digital literacy to promote broader understanding and interaction in the creation of meaning. ❖ E-safety – in teaching digital literacy, educators have an obligation to support learners in development of skills, knowledge, and understanding that will enable them to make informed decisions in order to protect themselves on an ongoing basis. 25 Hague & Payton, 2010
- 26. Digital Literacy Standards ❖ International Society for Technology in Education (ISTE) ❖ NETS for Teachers, Students and Administrators ❖ American Association for School Librarians (AASL) ❖ Standards for the 21st Century Learner ❖ Partnership for 21st Century Skills ❖ Framework for 21st Century Learning 26
- 27. Creating Digital Fluency with OER ❖ Critical thinking – evaluative techniques ❖ Net savviness – knowing how the web works ❖ Diversity of sources – preponderance of the evidence 27 Miller & Bartlett, 2012
- 28. CRAAP Test Currency: The timeliness of the information • Do you know when the information was C published, posted, or last updated? • Is the information current for your topic and field of study? R Relevance: The importance of the information for your needs • Is the information appropriate for a college-level course? • Is this an adequately in-depth discussion of the topic? • Has Canadian perspective or content been provided? A Authority: The source of the information • Have the author's credentials or organizational affiliations been identified? • Is the author (or authors) qualified to write on the topic? • Has the piece been published by a well-known and respected publisher or organization? A Accuracy: The reliability and correctness of the informational content • Have the author's sources been clearly cited so that you can easily find (and verify) them? • Are there spelling, grammar, or other typographical errors? P Purpose: The reason the information exists • Do the authors/sponsors make their intentions or purpose clear? • Does the point of view appear objective, unbiased and impartial? • Does the author acknowledge alternative versions of the issues or facts? http://rdc.libguides.com/content.php?pid=375119&sid=3685348