A Framework Approaching Curation as a Core Digital and Media Literacy Competence

Exploring Curation as a core competency in digital and media literacy education
Authors: Paul Mihailidis , James Cohen
DOI: http://doi.org/10.5334/2013-02



Snapshot of a MOOC #1

The 1st of June marked the end of the School of Government and Society‘s, first MOOC – Cooperation in the Contemporary World: Unlocking International Politics and 5 months work. This was the University of Birmingham’s sixth MOOC in partnership with FutureLearn.

Below is a snapshot of a typical content page.


Monash, Trinity and Edinburgh join FutureLearn | News | Times Higher Education

“FutureLearn, which is looking to offer massive open online courses (Moocs) from the autumn, has added Monash University in Australia and Trinity College Dublin to a list of UK universities that will offer their content for free.

In addition, the University of Edinburgh, which already offers free courses through the US-based platform Coursera, has also joined FutureLearn…”

Monash, Trinity and Edinburgh join FutureLearn | News | Times Higher Education.

MOOC Reports: Filling the Gaps & Reporting on Lessons Learnt So Far

(1) MOOCs @ Edinburgh 2013 – Report #1   http://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf


  • 6 MOOCs created (Philosophy, Elearning, AI, Astrobiology, Equine nutrition, Critical Thinking)
  • Delivered on Coursera platform
  • 10 months from first talking to Coursera to distributing Statements of Achievements to students (34,850 in total)
  • MOOC length was 5-7 weeks
  • Initial enrolment was 309,000 (all numbers include the 6 MOOCs)
  • Each MOOC had a course structure that suited the subject
  • 217,512 unique email accounts  one week before start
  • Students came from 203 countries
  • Common study time spent by students was 2-4hrs a week

(2) Bioelectricity: A Quantitative Approach Duke University’s First MOOC

‘Changing the Learning Landscape – Practical uses of social media in social work and social policy teaching and research’

On Friday 19th April, Tarsem Singh Cooner and Chris Allen – facilitated an interesting Higher Education Academy (HEA) workshop exploring the role social media can play in enhancing the student and tutor experiences.

Comprising two workshops – the first on research and dissemination, the second on teaching and learning – participants engaged in a series of practical hands-on activities and discussions as a means of introducing them to a range of new and innovative social media approaches and methods. In doing so participants explored the use of Storify in their research and dissemination as also closed Facebook groups for teaching and learning.

#CLL1213 twitter stream and Event Storify

It was really useful to explore Storify and Closed Facebook Groups in the context of Learning and Teaching. The ability to work in small groups and discuss practical ideas for their integration into the learning landscape was key.

Application ideas include:

Closed Face Book Groups

  • students studying professional practice based courses (eg. Social Work, Initial teacher training, advanced teacher training including leadership, disability and inclusion)
  • part of the employability agenda – exploring the impact of personal social media use in relation to the professional world


  • Curating and reflecting on a course, workshop, lecture, seminar
  • Creating case studies
  • Collate, curate, and critique ‘actual source’ content around a specific incident eg. EU referendum, Ukraine Crisis (formative or summative assessment)
  • Explore the impact of Social Media on a profession or role
  • Enhance an essay (eg provide rich media links to the events behind a story, include contrasting views by experts)

The best essays made the most of the platform and the freedom to include multimedia examples. These students also altered their style and the way they wrote into the examples to make their essays fit the medium. Further, by using a mixture of books, journal articles and discussions on social media, these students were able to explore the question far more deeply than most of those who stuck to the more traditional format. Initial feedback from students suggests they enjoyed the opportunity to explore social media in a way other that for social purposes. Most also realize the need to be confident using social media for their future role as professional communicators. In conclusion we believe the use of Storify in this essay was a success. The question was particularly suited to the use of social media tools. (Lecturer blog post, 2012)

Cochrane, T., Antonczak, L., Gordon, A., Sissons, H. & Withell, A. (2012). Heutagogy and mobile social media: post Web 2.0 pedagogy. In M. Brown et al. (Eds.), Proceedings of ASCILITE – Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education

Enquiry-based Learning Roles & Responsibilities

Student roles (FAQ Sheet) can transform EBL / IBL activities whether designed for online or face to face delivery.

————– Student Advice Page Starts Here ————–


During each EBL task, all group members are assigned different “group working” roles. These roles are designed to help the group function efficiently and effectively.

  • Make sure that you are clear about the responsibilities of the role(s) you are asked to undertake.
  • If you are unable to engage with your group for any reason (illness, holiday, workload, family emergency etc) please post a message on your group bulletin board (where possible). This should be posted at the start and finish of any period when you are not available.


  • Ensure that all group members have agreed on how the EBL task will run
  • Coordinates and posts meeting dates and agenda
  • Chairs meetings whether face to face or online
  • Keeps task on track
  • Helps to ensure everyone is involved and has a task to do
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research
  • To make minutes of meetings by structuring points in regards to
    • strategies chosen
    • ideas and issues
  • Post the minutes of all meetings to online
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research
Critical Thinking Checker
  • Distinguish between verifiable facts and value claims
  • Encourage the use of Harvard Referencing and encourage use of reliable sources
  • Identify unstated assumptions, ambiguous claims or arguments
  • Determine strength of an argument
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research
Group Management Liaison
  • Identifies problems within the group and suggest solutions
  • Encourages everyone to participate
  • Proposes improvements, solutions and insight to encourage effective group working
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research
Time Keeper
  • Coordinate and post workload and action planning documents online
  • Responsible for posting reminders / alerting team members of task schedules
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research
  • Responsible for coordination of the all task drafts
  • Make sure that you are familiar with the task and scenario
  • To participate in the group discussion and research

Further Reading

Discussion as a Way of Teaching Brookfield, S and Preskill, S (1999), Buckingham : Open University Press, p. 91.

Using role-play activity with synchronous CMC Pilkington, R and Kumenek, P (2004) in ICT for Curriculum Enhancement, Monteith, M (ed.), Bristol : Intellect Books