“A curator (from Latin: cura meaning “care”) is a manager or overseer [educator] of a collection [e-resources], traditionally a museum or gallery and is a content specialist responsible for an institution’s collections [educational resources] and involved with the interpretation [constructivist] of material.”
I’ve inserted my own words into Wikipedia’s definition of curator, as I’ve been exploring the term ‘educator as curator’, an emerging concept I’ve noted based on blog discussions and social learning tools developed within the past twelve months. Scoop-it and Curatr both describe learning with the adjective ‘curate’ and discuss educator as ‘curator’.
I’ll admit, I was stretched to see the connection between real learning and ‘curating’ in this context, though after viewing Corinne Weisgerber’s (St. Edward’s University) slideshare presentation (below), I [finally] could see the connection — in essence, curating is a dimension of social learning, and with the expansion of web 2.0 tools, has tremendous potential for engaging students. However….
Educator as curator, is about social learning, and has great potential with the explosion of social learning tools – yet, I predict, will face acute resistance in higher education circles. Adoption of ‘social learning’ will face barriers, as the concept collides with traditional teaching methods. (onlinelearninginsights)
Corinne Weisgerber (Associate Prof. of Communication at St. Edward’s University, presentation at SXSWedu, March 6, 2012.
Social learning is Constructivist Approach
I found this slideshare intriguing – the focus is on students’ creating, collaborating and learning through sharing. This approach emphasizes social, using web 2.0 applications and tools to create knowledge, with a byproduct being student engagement. This smacks of the constructivist learning theory, of which many higher education educators are wary. Though as mentioned in my post, sage-on-the-side, there is a clash between the objectivist (behavioral) theorists where learning believed to be transmitted from teacher to learner, is passive, with the inquiry based learning or constructivist approach where the learner is thought to construct knowledge through inquiry, discovery and experience.
The future for Social Learning? Resistance by Higher Education….
Why am I pessimistic about the adoption of the constructivist approach any time soon? It’s the divergent philosophies about knowledge acquisition held by traditionalist and progressives in higher education institutions. Post-secondary institutions (in the USA – at least), are objectivist theorist, and though there is progress, change is slow. For example growth in online learning stalled in 2010, in part due to slow adoption (and continued resistance) of higher education institutions and faculty (I. Elaine Allen and Jeff Seaman, 2011).
Author and researcher C. Payne puts it this way in her book Information Technology and Constructivism in Higher Education, “The problem of the unwilling students seems to be fading away [using web 2.0 applications] while the hostile colleagues and the land of rigid institutions are likely to become the most important obstacles to deal with“. Ouch! To be fair, not all post secondary institutions fall into this resistant category, in fact there are several progressive higher-ed institutions which embrace and embody the student center approach for undergraduate and graduate programs. These schools discussed in-depth by Payne, however are outnumbered, and the ‘outliers’ in higher ed.
How to make Social Learning Effective
Jerome Bruner is considered one of the founding fathers of the constructivist theory, influenced by Jean Piaget, a psychologist, founder of the developmental stage theory which describes the nature of knowledge and how humans construct it. E-learning and online educators would do well to review the concepts and principles of the constructivist model — it provides a foundation for sound and complete instruction for putting the learner in the center, and for creating a framework that allows the learner to construct their own knowledge. I would like to emphasize, that the teacher is not absent from this model, in fact it is only through careful course design and with thoughtful selection of learning activities, can learning be effective and focused.
Principles for effective E-learning design using the Constructivist Theory
A successful e e-learning course is most effective when developed using a course design model, and with consideration of principles of a given learning theory, such as the constructivist theory (core principles below).
- Emphasize the affective domain, make instruction relevant to the learner, help learners develop attitudes and beliefs that will support both present learning and lifelong learning, and balance teacher-control with personal autonomy in the learning environment.
- Provide contexts for both autonomous learning and learning within relationships to other students. Group discussion, projects, collaboration as well as independent.
- Provide reasons for learning within the learning activities themselves. Have students identify relevance and purpose.
- Use the strategic exploration of errors to strengthen the learners involvement with intentional learning processes and self-feedback.
I look forward to the evolution of ‘educator as curator’, and constructivist – I am sure there will be more to come. Keep Learning 🙂
I. Elaine Allen and Jeff Seaman. Going the distance – Online education in the United States, 2011. (2011), Babson Survey Research Group and Quahog Research Group, LLC.