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be great curators for their own network

find and connect to great curators

Quality” curation takes higher level thinking skills.

Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.

Managing Impulsivity

Listening with Understanding and Empathy

Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).

Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent

our inclination and ability to find problems to solve.

Thinking Flexibly

Flexible thinkers display confidence in their intuition

They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions

Thinking About Thinking (Metacognition)

Striving for Accuracy

Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results

Questioning and Posing Problems

Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning

Applying Past Knowledge to New Situations

Thinking and Communicating with Clarity and Precision

Gathering Data Through All Senses

Creating, Imagining, Innovating

Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.

Responding with Wonderment and Awe

Taking Responsible Risks

Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall

Thinking Interdependently

Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual

Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others

t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being

Remaining Open to Continuous Learning

Intelligent people are in a continuous learning mode

They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).

technologies are being described as 'cognitive tools', w

Situated cognition can be summarised as follows:

Learning is situated and contextualised in action and everyday situations;

Knowledge is acquired through active participation;

Learning is a process of social action and engagement involving ways of thinking, doing and communicating;

Learning can be assisted by experts or supportive others and through apprenticeship

Learning is a form of participation in social environments.

Is cultural pluralism possible in instructional design?

cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).

the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;

the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.

Establish flexible and responsive student roles and responsibilities.

instructional design model,

endorses multiple cultural realities or zones of development (

Ten design principles for culturally inclusive instructional design

Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.

Design authentic learning activities.

Create flexible tasks and tools for knowledge sharing.

Ensure different forms of support, within and outside the community.

multiple cultural model of instructional design. T

Provide communication tools and social interaction for learners to co-construct knowledge.

Create tasks for self direction, ownership and collaboration.

Ensure flexible tutoring and mentoring roles that are responsive to learner needs.

Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.

Provide flexibility in learning goals, outcomes and modes of assessment.

Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.