The demands on lecturers in higher education to select, structure, and contextualise relevant and up-to-date resources for their students have increased; behaviour that is often referred to as curation. Currently, systematic insight into lecturers’ curational behaviour is limited. This scoping literature review provides an overview of the existing body of knowledge regarding lecturers’ curational behaviour. Twenty-four articles were selected and analysed, using the framework of Ajzen's Theory of Planned Behaviour). Findings show that although studies can be linked to elements of the TPB, current research does not approach curational behaviour as an interconnected process of behaviour and its intentions. Additionally, current research mainly focusses on selection of resources; other elements of curation such as structuring resources and providing context are overlooked. More knowledge of lecturers’ curational behaviour could lead to better understanding of how lecturers’ curation could be supported, which could improve the quality of higher education.
Design education has a nuanced relationship with examples. Although they are considered useful teaching tools, their use is often restricted to illustrating the design theories and principles around which the curriculum is structured. In contrast, professional designers view examples as autonomous entities and use them to initiate a critical dialogue with their current problem space. Therefore, students should be facilitated in cultivating their own repertoire of solutions and learn to initiate conversations between existing solutions and design challenges to gain a better understanding of the problem space and generate new designs. This paper outlines a small-scale experiment conducted with master's students in Applied Data Science at Utrecht University who took a course on designing recommender system interfaces. The students were provided with a set of examples of recommender interface designs as their main instructional tool. They could use this set to curate their own solution repertoire. As a result, the majority of the participants' work displayed more diverse designs, and they used design patterns distilled from those examples generatively, developing innovative designs. Based on this case study, we tentatively conclude that a design curriculum built around examples, complemented by theories, could be advantageous, as long as special attention is given to helping students initiate fruitful iterations between their challenges and a set of solutions.
LINK
In today’s era of content abundance, lecturers in higher education have an endless supply of crossmedia materials they can present to students as learning materials. This confronts lecturers with the challenge to select those materials in such a way that they match both course topics and proficiency levels of students. Additionally, they need to consider how to structure resources and make connections between them in order to support students’ learning. It is often recognized that this task is remarkably similar to the task of curators in museums.This paper aims to provide an overview of research regarding ‘lecturers as curators’ in the context of higher education. Thirty articles that focus on curation of learning materials by lecturers were identified and analysed. Although most articles recognize the notion of curation as a useful approach, they fail to describe overarching processes or criteria for successful curation of learning materials.
MULTIFILE
