5B. Activity
This page discusses the curation of resources for educational uses. The topics include:
- Leveraging Open Educational Resources (OER) in the classroom
- Use of media in education
- Curation
- The activity
"Creation is a creative process, but curation is a logical and a scientific process. Curation involves assimilating content, filtering unwanted content, adding own opinions, and sharing the content. "
Steve Longoria. "Content Creation vs. Content Curation – True Web Presence." 2012. 24 Jan. 2013 <https://www.volacci.com/blog/content-creation-or-curation>
Leveraging OER in the classroom
Open educational resources are teaching, learning, and research resources that reside in the public domain or creative common area and are freely available to anyone over the Web. They are an important element of an infrastructure for learning and range from podcasts to digital libraries to textbooks and games.
OER is also a process of engaging with the materials. This process involves sharing materials that you have created, either individually or in groups with other teachers and/or learners; using and adapting others’ materials for your own use; and sharing back modifications to or comments about others’ materials so that future users can benefit.
Because of the flexibility of OER materials, you can make them relevant to you and your students’ needs. Why are educators and learners prompted to search for teaching and learning materials? An OER Commons survey of over 400 teachers and learners in 2007 reveals that:
- 29% use OER to expand knowledge or learn a new topic
- 17% use OER to stay current
- 15% use OER to get ideas for lessons or coursework
- 11% use OER to supplement lessons or coursework
- 10% use OER to improve teaching methods
- 10% use OER to connect with teachers or learners who have similar interests
- 5% have other reasons why they use OER
- 3% use OER to complete a class assignment.
"About Why OER?" 2008. 24 Jan. 2013 <http://cnx.org/contents/qmmlUVYZ@16/Why-OER>
Examples of Open Educational Resources
MIT OpenCourseWare
(Massachusetts Institute of Technology).
In April 2001, MIT announced its decision to put the materials used in its campus courses openly online: syllabi, assignments, assessments, and other materials designed by the instructor. At present, several hundred courses from all of MIT’s departments are online and in use by educators and learners around the world. MIT’s visionary initiative presented a model for other universities and educational institutions.
http://ocw.mit.edu/index.html
OpenCourseWare at Johns Hopkins Bloomberg School of Public Health.
Courses and materials in all areas of public health are presented here, organized by topic. Links to the OCW Image Library containing hundreds of images from OCW courses.
http://ocw.jhsph.edu
Open.Michigan at the University of Michigan.
Offers educational modules, courses, and course materials in a variety of disciplines at the University of Michigan. Also provides opportunities for UM faculty to share their own content and connect with others in related areas.
http://open.umich.edu
MERLOT: Multimedia Educational Resources for Learning and Online Teaching.
(A California State University Program).
A large site in place since 1997 offering peer reviewed open online teaching and learning materials and discipline communities across the higher education curriculum.
http://www.merlot.org/merlot/index.htm
OpenLearn.
This United Kingdom website gives open access to their Open University course materials. Study independently or join a Learning Club. Also offers access to expert blogs, videos, games, and media such as Open University channels on YouTube.
http://openlearn.open.ac.uk
Academic Earth.
Online video lectures, courses, and degree programs from leading U.S. universities. For credit bachelor and master's degrees and online professional certificates offered in over two dozen fields.
http://academicearth.org
“10 online social network options for educators” by Brian Warmoth, May 7, 2012 (Education Dive: The mobile dashboard for educators).
Researchers and educators will find links here to social networks useful in their work and their interactions with colleagues and students.
http://www.educationdive.com/news/10-online-social-network-options-for-educators/27651/
TED Ed: Lessons Worth Sharing
Take the three-minute video “TED-Ed Tour” to understand the potential of the hundreds of engaging videos on this site for teaching, including ways to customize those on the site or design “flipped classes” using any video from YouTube. The site offers a wide range of videos in which educators and animators collaborate, plus explanations and directions for “flipping” classes.
http://ed.ted.com/lessons/dear-subscribers
Use of Media in Education
“Emergent research suggests that video can add rich context to students’ learning experiences without increasing cognitive load on working memory, translating into increases in complex, higher-order thinking.....The power of television and video for learning lies in the use of multimedia to engage students visually, cognitively, emotionally, socially, and civically in facets of the academic content. Visual learning can result in increased engagement as well as increased complexity, depth, and breadth of experience to improve student academic performances.”
- Technology in Schools: What the Research Says, By Metiri Group—Commissioned by Cisco Systems © 1992-2006 Cisco Systems, Inc. pp 5-6
- Technology in Schools: What the Research Says, By Metiri Group—Commissioned by Cisco Systems © 1992-2006 Cisco Systems, Inc. pp 5-6
Why Use Media in the Classroom?
Teachers who use instructional video report their student retain more information, understand concepts more rapidly, and are more enthusiastic about what they are learning. With video as one component in a thoughtful lesson plan, students often make new connections between curriculum topics, and discover links between these topics and the world outside the classroom (NTTI).
Video transports students:
Video transports students:
- inside the human body and into the universe,
- around the globe to meet new people and hear their ideas,
- with illustrations of complex, abstract concepts,
- into dynamic Earth processes and laboratory experiments,
- to important events and stories of history, literature, music, and theatre.
- reach children with a variety of learning styles,
- engage students in problem-solving and investigative activities,
- begin to dismantle social stereotypes,
- help students practice media literacy and critical viewing skills,
- provide a common experience for students and classroom discussion.
|
Cognitive Theory of Multimedia LearningRichard E. Mayer and Roxana Moreno
Dr. Richard E Mayer is a professor of psychology and brain sciences at UC Santa Barbara. His main focus of study is determining how people learn. Dr. Mayer's research concerns the relationship between cognition, instruction, and technology, including: (1) multimedia learning- particularly the optimal use computer-based animation, video and narration; (2) human-computer interaction, and how to design online learning environments and computer games that promote learning; and (3) mathematical problem solving. |
Effective Use of Multimedia Must be Driven by Research-Based Theories on How Students Learn
Multimedia brings the world into the classroom and is inherently motivating for students; however, to take full advantage of these resources, teachers must use effective strategies to integrate media into instruction. It has been proven that good instructional design is key to learning, no matter what forms of media are used. Although the learning environment may change, the human information processing system remains the same (Mayer 2003). For this reason, it is essential that educators use sound instructional design when integrating media into classroom lessons.
The human brain processes information via two channels: visual and verbal. Our mind then creates separate images of this content. It processes and stores information and retrieves it when needed. Each channel can only process a limited amount content at once (Clark & Paivio 1991). Multimedia provides both visual and verbal cues, allowing the brain to select, organize, and integrate information (Moreno & Mayer 2000), thus building a deeper connection to the content.
To provide an analogy, consider the traditional lecture in which information is received only via the verbal channel. Students receive pieces of the information, much like a puzzle. There are gaps, and the picture is incomplete. If teachers continue to add new information to this puzzle, much of this information will fall through these gaps. But when well-selected, quality media is added to the lesson, students receive additional information through the visual channel. This helps to fill in these gaps and create a more complete picture, allowing teachers to scaffold new information and students to build upon this content.
Another factor to consider is the amount of video used. Extraneous information, especially when introduced at the beginning of the lesson, can impede learning. This extra content can activate the wrong schema and make it difficult for students to interpret the meaning and apply it to the lesson (Collett & O’Neil 2006). To make the media more meaningful, select video clips to focus students on the specific content as it relates to the lesson.
Finally, when using multimedia, several studies have shown that its effectiveness increases when it becomes interactive (Eskicioglu and Kopec 2003). Statistics indicate that students retain 75-90% of what they see, hear, and do. Compare this with a retention rate of 20% of what they hear and 30% of what they see. Interaction allows for a deeper understanding and, therefore, a better retention. Create situations where they actively view media, not just passively ingest the content. Have students make predictions, ask questions, or record their impressions in images or words.
The human brain processes information via two channels: visual and verbal. Our mind then creates separate images of this content. It processes and stores information and retrieves it when needed. Each channel can only process a limited amount content at once (Clark & Paivio 1991). Multimedia provides both visual and verbal cues, allowing the brain to select, organize, and integrate information (Moreno & Mayer 2000), thus building a deeper connection to the content.
To provide an analogy, consider the traditional lecture in which information is received only via the verbal channel. Students receive pieces of the information, much like a puzzle. There are gaps, and the picture is incomplete. If teachers continue to add new information to this puzzle, much of this information will fall through these gaps. But when well-selected, quality media is added to the lesson, students receive additional information through the visual channel. This helps to fill in these gaps and create a more complete picture, allowing teachers to scaffold new information and students to build upon this content.
Another factor to consider is the amount of video used. Extraneous information, especially when introduced at the beginning of the lesson, can impede learning. This extra content can activate the wrong schema and make it difficult for students to interpret the meaning and apply it to the lesson (Collett & O’Neil 2006). To make the media more meaningful, select video clips to focus students on the specific content as it relates to the lesson.
Finally, when using multimedia, several studies have shown that its effectiveness increases when it becomes interactive (Eskicioglu and Kopec 2003). Statistics indicate that students retain 75-90% of what they see, hear, and do. Compare this with a retention rate of 20% of what they hear and 30% of what they see. Interaction allows for a deeper understanding and, therefore, a better retention. Create situations where they actively view media, not just passively ingest the content. Have students make predictions, ask questions, or record their impressions in images or words.
Strategies for Effective Use of Media
1. Segmented Viewing
View only the segment of the video which directly pertains to the objective of the lesson.
2. Pause
Pause the video to check for understanding, ask questions, or have students record information. Let students predict, hypothesize, and estimate what they will see next.
3. No Sound
Show the video without sound. Provide your own narration or show silently to help focus on the visual image.
4. No Picture
Turn the monitor around or cover it. Let students visualize what is taking place.
5. Second Viewing
The first viewing of a segment may evoke many emotions from the class. Especially for younger students, the first viewing may be used solely to allow the class this emotional response time, and the second viewing can then be used for more academic learning.
View only the segment of the video which directly pertains to the objective of the lesson.
2. Pause
Pause the video to check for understanding, ask questions, or have students record information. Let students predict, hypothesize, and estimate what they will see next.
3. No Sound
Show the video without sound. Provide your own narration or show silently to help focus on the visual image.
4. No Picture
Turn the monitor around or cover it. Let students visualize what is taking place.
5. Second Viewing
The first viewing of a segment may evoke many emotions from the class. Especially for younger students, the first viewing may be used solely to allow the class this emotional response time, and the second viewing can then be used for more academic learning.
References
Clark, J.M. and A. Paivio. 1991. “Dual Coding Theory and Education.” Educational Psychology Review. 3:149-210
Collett, Jessica L. and Kathleen M. O’Neill. 2006. “Sometimes Less is More Effective: Applying Educational Research to the Use of Popular Video in the Sociology Classroom.” Paper presented at annual meeting of the American Sociological Association, Montreal Convention Center, Quebec Canada.
Eskicioglu, Ahmet M. and Danny Kopec. 2003. “The Ideal Multimedia Enabled Classroom: Perspectives from Psychology, Education, and Information Science.” Journal of Educational Multimedia and Hypermedia. 12:199-221.
Mayer, Richard E. 2003. “The Promise of Multimedia Learning: Using the Same Instructional Design Methods Across Different Media.” Learning and Instruction. 12:125-139.
Moreno, Roxanna and Richard E. Mayer. 2000. “A Coherence Effect in Multimedia Learning: the Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages.” Journal of Educational Psychology. 92:117-125
NTTI. Tips for Using Instructional Video and Public Television Programming in the Classroom. http://www.brptv.com/html/edserv/ntti/nttipdf/02media.pdf
Steve Longoria. "Content Creation Vs. Content Curation – True Web Presence." 2012. 24 Jan. 2013 <https://www.volacci.com/blog/content-creation-or-curation>
Clark, J.M. and A. Paivio. 1991. “Dual Coding Theory and Education.” Educational Psychology Review. 3:149-210
Collett, Jessica L. and Kathleen M. O’Neill. 2006. “Sometimes Less is More Effective: Applying Educational Research to the Use of Popular Video in the Sociology Classroom.” Paper presented at annual meeting of the American Sociological Association, Montreal Convention Center, Quebec Canada.
Eskicioglu, Ahmet M. and Danny Kopec. 2003. “The Ideal Multimedia Enabled Classroom: Perspectives from Psychology, Education, and Information Science.” Journal of Educational Multimedia and Hypermedia. 12:199-221.
Mayer, Richard E. 2003. “The Promise of Multimedia Learning: Using the Same Instructional Design Methods Across Different Media.” Learning and Instruction. 12:125-139.
Moreno, Roxanna and Richard E. Mayer. 2000. “A Coherence Effect in Multimedia Learning: the Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages.” Journal of Educational Psychology. 92:117-125
NTTI. Tips for Using Instructional Video and Public Television Programming in the Classroom. http://www.brptv.com/html/edserv/ntti/nttipdf/02media.pdf
Steve Longoria. "Content Creation Vs. Content Curation – True Web Presence." 2012. 24 Jan. 2013 <https://www.volacci.com/blog/content-creation-or-curation>
Activity
Overview
To use a term that may be a bit too general, today’s students are digital natives, most not knowing a time when their world was Internet-less. They are accustomed to instant access to an exponentially growing amount of information and ease of connection with friends, family, and media. With access to data being so easy, the ability to evaluate the quality and relevancy of information and media is perhaps more critical than for past generations. In addition to being gatherers of data, learners must develop the skills needed to curate this content in an organized and meaningful way. Two sample bookmarking tools are described below.
Symbaloo is a Web 2.0 tool that in its most basic use is a graphic interface of favorite websites. It uses branded icon tiles to link to these sites. These links can then be placed under broader category tabs called webmixes, which thematically connect and organize related links. Because Symbaloo uses specific url's to create tiles, it can be used to link to Google Drive documents and most other Web 2.0 tools that provide links or embed code. Webmixes are searchable and shareable. Tutorial available in Additional Resources section.
Diigo is a free social bookmarking, research, and knowledge sharing tool created to mimic the ease of taking notes while providing a network for sharing and discovering information. Diigo allows users to save, annotate, share, and even take screenshots of websites and resources.
Start by watching the brief video tutorials on Symbaloo and or Diigo located in the Additional Resources section. For best viewing results, select to view in HD (gear icon). The video is closed captioned. To begin the assignment, you may choose to start by viewing the webmix here. You will not be able to copy the webmix, but you can create your own topic webmix and copy/move tiles into your newly created mix. Tutorial available in Additional Resources section.
Instructions
Although there are a number of Internet bookmarking tools, for this assignment we will be using Symbaloo, Diigo, or an Internet bookmarking tool of your choice. For your assignment you are to create an educational webmix or bookmarking page centered around a curriculum topic of your choice.This webmix/bookmark page will act as a portal for students to research the chosen topic in preparation for a formative or summative project.
Pics4Learning
Public Domain Images
Life Photo Archive hosted by Google
Edupic Graphical Resources
Music:
CCMixter
Free Play Music
Incompetech
Video:
RefSeek
YouTube for Educators
WatchKnowLearn
To use a term that may be a bit too general, today’s students are digital natives, most not knowing a time when their world was Internet-less. They are accustomed to instant access to an exponentially growing amount of information and ease of connection with friends, family, and media. With access to data being so easy, the ability to evaluate the quality and relevancy of information and media is perhaps more critical than for past generations. In addition to being gatherers of data, learners must develop the skills needed to curate this content in an organized and meaningful way. Two sample bookmarking tools are described below.
Symbaloo is a Web 2.0 tool that in its most basic use is a graphic interface of favorite websites. It uses branded icon tiles to link to these sites. These links can then be placed under broader category tabs called webmixes, which thematically connect and organize related links. Because Symbaloo uses specific url's to create tiles, it can be used to link to Google Drive documents and most other Web 2.0 tools that provide links or embed code. Webmixes are searchable and shareable. Tutorial available in Additional Resources section.
Diigo is a free social bookmarking, research, and knowledge sharing tool created to mimic the ease of taking notes while providing a network for sharing and discovering information. Diigo allows users to save, annotate, share, and even take screenshots of websites and resources.
Start by watching the brief video tutorials on Symbaloo and or Diigo located in the Additional Resources section. For best viewing results, select to view in HD (gear icon). The video is closed captioned. To begin the assignment, you may choose to start by viewing the webmix here. You will not be able to copy the webmix, but you can create your own topic webmix and copy/move tiles into your newly created mix. Tutorial available in Additional Resources section.
Instructions
Although there are a number of Internet bookmarking tools, for this assignment we will be using Symbaloo, Diigo, or an Internet bookmarking tool of your choice. For your assignment you are to create an educational webmix or bookmarking page centered around a curriculum topic of your choice.This webmix/bookmark page will act as a portal for students to research the chosen topic in preparation for a formative or summative project.
- Your webmix/bookmarks must include a minimum of six Web 2.0 tools, including at least four multimedia resources, one of which must be a screencasting tool. Some examples of sources for images, music, and video are listed in step three below
- Make sure to consider adding research and citation tools for students to use in their project; ie Google research tool
- Below are sample lists of media resources
Images:
Calisphere
Pics4Learning
Public Domain Images
Life Photo Archive hosted by Google
Edupic Graphical Resources
Music:
CCMixter
Free Play Music
Incompetech
Video:
RefSeek
YouTube for Educators
WatchKnowLearn