Question
Task Two – Create a ‘Brief Guide to Content Curation’ document for use within your own organisation
Your “Content Curation Guide” must include:
- An evaluation of five key principles that underpin the curation of learning resources for self-directed and social learning, either as part of a wider learning and development programme or as a ‘stand-alone’ resource (AC 3.1)
- An example curation of three potential accessible learning resources in relation to a specific area of learning (of your own choice). You should suggest using an appropriate platform / method to make these resources accessible to others and explain why this may be ‘best practice.’ (AC 3.2)
- A guidance section which encourages and supports learners on how to curate quality resources for one another (AC 3.3)
| Your evidence must consist of: |
| The “guide” should be around 900 words (+ or – 10%) and should contain some key hints and tips and any policy-type statements that would help colleagues to deliver great, sharable content for learning. |
Solution
Task 2: Content Curation Guide
3.1 Key principles underpinning curation of learning resources for self-directed and social learning
As evidenced in Deschaine and Sharma (2015) the curation of learning resources for self-directed and social learning follows different key principles. These principles include;
Collection
This is identified as a process where all items are amassed as part of wider learning and development program and as a stand-alone resource. According to Larson et al. (2020) through the adoption of modern technologies, it is possible for collecting and accessing different information and data critical for guiding the learning process. The self-directed and social learning is achieved by integrating contents, maintaining ethics and preserving historical perspective.
Categorisation
This principle is used in comparing the different items sourced for defining their conceptualisation of what the exemplar would look like. According to Oktaviani et al. (2021) the generalisation process are developed pertaining to broad attributes and a requirement of all stakeholders to note on the aspects of collection which ensure all the items of learning are core and cohesive. Curating all the learning materials rationale is identified at this phase.
Critiquing
This entail evaluation of the items and materials curated for self-directed and social learning process. According to Morrison and McCutheon (2019) this entail being able to discriminate, evaluate and judge the advantages of the curated resources as illustrated in the categorised collection. For the curated materials, their quality levels and integrity is dependent on effectiveness of critiquing, professionalised judgement, sound reasoning and justifying inclusion and exclusion of entire items.
Conceptualisation
This principle guide the process used to reorganising different items and materials which are being used in a manner that linkage are established between disparate artifacts used for self-directed and social learning process. As evidenced in van den Beemt et al. (2022) this principle also enhance documenting and demonstrating the theory taking place and being implemented as part of curating the learning process.
Circulation
For this principle, it allows a successful sharing through circulation of the resources and materials which are intended to be used in the learning process. This is relevant considering there exist multiple resources online which could be used for guiding the learning process. All the stakeholders would be provided with an opportunity for using multidisciplinary learning communities being increasingly interactive.
3.2 Curation of potential accessible learning resources
In this section, the identified area of learning is flexible or remote working approaches. The three potential accessible learning resources include textbooks, relevant reading materials and videos. The approach which would be used in curating include;….
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