Curate and Share: Three Tools To Consider

Introduction

On 11 July, I am participating in a Webinar facilitated by Peter Downs.

Top 3

The Webinar is one of six Webinars coordinated by Peter using the iWebinar platform.

I was delighted to be invited to participate in the Webinar. I will be in great company. Peter Downs and Gene Schembri are the other two panellists.

The trailer for the Webinar is:

TT2

I have been thinking about my three choices and have come up with three recommendations that curate and share.

My two current technologies are Paper.Li and Scoop.It. I have been using both for a while. They gather links for me and then I can chose how to use or share them.

Paper.Li

Paperli

Paper.Li provide a Learn More page if you want to explore its potential as a tool. At the moment I have a Clyde Street online newspaper that aggregates all my Twitter feeds each day.

PL ClydeStreet

Like many applications, Paper.Li uses responsive design to ensure optimal display on any device.

RDPL

Scoop.It

I am using Scoop.It as a curation and sharing tool.

I receive a daily update on topics I have asked Scoop.It to monitor. My lIASIng site looks at high performance sport in New Zealand, Australia, Qatar, United Kingdom and Canada. Whatever I scoop from the feeds I receive, they are posted automatically to my Twitter account.

SIKL

I find this to be an excellent resource. I have chosen only one topic but I can see how valuable it might be for a range of topics.

EverSlide

For my technology to be, I have chosen a presentation tool called EverSlide.

EverSlide

I use EverNote as a way of making and sharing notes. This is an example of one of my Notebooks on Pedagogy.

EverSlide appeared in a TechCrunch note about the NY 2013 Hackathon.

EverSlide is a basic, but potentially very useful, hack built over the weekend at the TechCrunch Disrupt NY 2013 hackathon. As you might guess by the name, the service turns your Evernote notes into slideshow presentations. And it’s crazy simple to use, too. The first line of text in your Evernote note becomes the slide’s title, the second line becomes the slide’s content, and to create a second slide, you just insert a horizontal line from Evernote’s editing menu at the top. Then, boom, instant slideshow!

I am keen to share this possibility. It meets one of my prime goals in using digital technology … “capture once use many (infinite) times”.

Conclusion

Thank you for reading through my three ideas for the Webinar.

Mimi Ito has observed that “I think the positive dynamic is that we are seeing production, media production, curation, circulation really becoming something that people do on an everyday basis, it’s not just the domains of experts and professionals. So we’re seeing a broadening of the base of what people think of as their everyday creativity” (my emphasis).

If I have time in the Webinar I am going to recommend a Beth Kantor post from last year, The Unanticipated Benefit of Content Curation and Robin Good’s Mindomo map of curation tools. Beth and Robin are great guides in the scalability of curating and sharing.

 

Separated and Connected

509Earlier this morning I was corresponding with a friend from Estonia. Early morning rural Australia fits in well with late night Tallinn.

We were discussing how to share information with coaches and support staff. It is a topic that is at the forefront of my thinking at the moment and I have used recent posts to explore some ideas and links.

After saying goodnight to Tallinn, I started working through some of my feeds and found a treasure trove of connections.

From Paper.Li I was directed to a post by Keri-Lee Beasley about Twitter: A Cultural Guidebook. Keri-Lee acknowledges a range of people who helped with the project to produce the Guidebook and I noted her reference to Rodd Lucier.

In a post last year, Rodd looked at Seven Degrees of Connectedness. In the introduction to his post, Rodd asks “What’s the most significant event that causes you to pay closer attention to the learners in your network?” In answer to his own question, Rodd replies:

For me, it is meeting face-to-face. I’m more attuned to those people in my learning network whose voices are amplified because we met at a conference; exchanged stories; shared a meal. Fleshed out by personality and attitude, I find myself savouring the words and ideas I consume online.

  • Lurker (“Hey other people are sharing some cool ideas on their blogs”.)
  • Novice (“When I join in on the conversation people actually talk back to me.”)
  • Insider (“I’m beginning to know many of these familiar names and faces.”)
  • Colleague (“I rely on my network for the most important news.”)
  • Collaborator (“Why don’t we start a Google Doc to share our ideas?”)
  • Friend (“It feels like we’ve known one another for a long time.”)
  • Confidant (“I would rather talk to you in person, can you just call me.”)

Keri-Lee and Rodd reminded me of the discussion of three degrees of influence. In December 2008, James Fowler and Nicholas Christakis published “The Dynamic Spread of Happiness in a Large Social Network: Longitudinal Analysis Over 20 Years in the Framingham Heart Study,” in the British Medical Journal (337: a2338 (December 2008); doi:10.1136/bmj.a2338). In her review of the paper, Christine Nyholm observes “happy person can trigger a chain reaction that benefits friends, friends’ friends and friends’ friends’ friends”.

This is an interesting interface between connectedness and separateness. At the moment, I am finding the Paper.Li feed a very productive way of enjoying happiness at three removes. The same goes for Diigo.

For example, this morning a link from the Teacher-Librarian group took me to Greg Miller’s post, How do we measure a competency? Greg’s post is a delightful synthesis of some #21stedchat conversations. Greg provides links to some interesting documentation and summarises the conversations thus:

Many involved in the chat agreed that there needs to be a move toward students demonstrating their learning in more authentic ways, aligning with real-world situations. An emphasis on choice, performance assessments, portfolio building, and student-led conferences all came up as high yield strategies to better support the kind of learning needed today.  It was inspiring to hear from the many educators who are pushing the envelope with both learning and assessment.  Their ideas were both innovative and practical.

Greg links to a graphic from Alberta’s new Framework for Student Learning:

21st-century-1entejd1

 I am going to follow up on Greg’s discussion of a 21st-century-skills-report-card. (Greg acknowledges @PaulSolarz from Illinois in the use of this card.)
My morning’s reading ended with a visit to Rick Anderson’s Scholarly Kitchen post, The Shadow of the MOOC Grows Longer. Rick’s post prompted a comment by Rahim Rajan:
I think the real “disruption” is the effect that the MOOCs are having in initiating conversations on hundreds of campuses across the nation about the role (and need) for innovative technologies in teaching and learning – particularly as a replacement for large, impersonal entry level courses that have low success rates. The real opportunity for innovative campuses will be in leveraging these MOOCs for blended and flipped instruction. MOOCs are also forcing the question on campuses about the need for continuous improvement and course re-design, as well as issues surrounding non-traditional learners (now a majority of higher ed students) and cost/affordability. It’s very early days and no doubt these platforms and online courses will continue to evolve and change. In my opinion, MOOCs represent one of a number of innovations born in the cauldrons of the technology and internet revolution that will permanently change education.

Rahim gave his twitter account as the link to his profile. He is a Gates Foundation Program Officer focusing on e-learning and innovative educational technology; helping college students learn, succeed, and complete. Which provides me with another opportunity to negotiate separation and connection.

I am off to buy an electrical bike which might be a good metaphor for this conversation. The bike will help negotiate hills en route to face-to-face meetings – technology enriched wayfinding.

 

Photo Credit

Frame Grab from attempt to download the Cultural Guidebook.

 

Facilitating Learning

My Paper.Li aggregator brought me a link to a Jane Hart post this morning.

In her discussion of collaborative learning, Jane describes an approach in which:

the content is well-integrated within the community, and in fact co-created by the community, and where the emphasis is placed much more on the interactions, knowledge sharing and conversations of the participants – than on the content per se.

Jane has been working with Harold Jarche to develop this approach in their online workshops. She identifies ten success factors in supporting online learning:

INGREDIENTS

1   Someone who wants both to share expertise but is interested in hearing the views and experiences of others, and is willing to facilitate discussions.

A group of people who are hungry to learn from the one another and willing to share their experiences.

3 A private online group space where discussions can be held and resources can be shared.

A period of time that allows for reflection and discussion, and takes into consideration everyone’s busy schedules.

PREPARATION OF WORKSHOP

Identify the performance outcomes.

6 Design some practical and reflective tasks.

7 Create some supporting content. The content is there to promote and support conversation and discussion, not be the focus of the workshop.

8 Build in as much autonomy as possible.

RUN-TIME OF WORKSHOP

9 Provide lite-touch facilitation. 

EVALUATION

10 Encourage self-evaluation of performance outcomes.

I think these are very helpful guides. At the moment I am working on a Small Open Online Course (SOOC) that I hope will facilitate learning in the ways that Jane and Harold have done so successfully in their workshops.