Papers by Rivka Gadot
Advances in early childhood and K-12 education, Jan 6, 2023
This chapter discusses the goals of digital curation as an educational practice in K-12 science e... more This chapter discusses the goals of digital curation as an educational practice in K-12 science education in the digital age and presents a model for science teachers' professional development through digital curation. The model proposed in this chapter was developed during a multiple-case study with the participation of 44 science teachers. The model outlines a path to enabling teachers to learn and practice curation as a teaching and learning practice and later to direct and apply curation in their classrooms. In addition, it offers guidelines for enabling teachers to practice thinking skills, such as making pedagogical decisions and defining teaching goals, through the digital curation process as a professional learning method: (1) teacher professional learning goals, (2) pedagogical-practical goals, (3) social and cooperative goals, (4) teacher personal goals. This model can be applied to science teachers' professional development and teacher training courses.
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Journal of Science Education and Technology
Science, technology, engineering, and mathematics (STEM) education aims to develop creative, broa... more Science, technology, engineering, and mathematics (STEM) education aims to develop creative, broadminded, and inquisitive graduates who think critically. Critical thinking (CT) is conceptualized as purposeful, self-regulatory judgment involving thinking skills such as analysis, evaluation, and inference. This research, designed as an exploratory study, presents a theoretical digital curation (DC) model enabling a comprehensive pedagogical framework for developing and utilizing CT in a digital environment in higher education. The database was composed of digital collections created by undergraduate and graduate students (n = 94) from three Israeli universities. The research questions were: (1) whether and in what ways the engagement of students in the DC activity required CT, (2) whether a significant difference in the level of CT would be found between undergraduate and graduate students in the DC activity, (3) whether a significant difference in the level of CT would be found between students provided with instruction on DC before the DC activity and a control group that received no instruction. Factor analysis of the students' strategies produced 3 factors corresponding to evaluation, analysis, and inference that accounted for 75.34% of the total explained variance. These results suggest that as a pedagogical approach, DC can tap the key features of CT. Further statistical analyses showed that the graduate students had higher scores on evaluation than the undergraduates and that academic level and previous instruction in DC improved the quality of the DC. The factor that most influenced the quality of the digital curation was the analysis variable. Thus, DC can create a rich, active environment that promotes CT.
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Journal of Science Education and Technology, 2023
Science, technology, engineering, and mathematics (STEM) education aims to develop creative, broa... more Science, technology, engineering, and mathematics (STEM) education aims to develop creative, broadminded, and inquisi- tive graduates who think critically. Critical thinking (CT) is conceptualized as purposeful, self-regulatory judgment involv- ing thinking skills such as analysis, evaluation, and inference. This research, designed as an exploratory study, presents a theoretical digital curation (DC) model enabling a comprehensive pedagogical framework for developing and utilizing CT in a digital environment in higher education.
The database was composed of digital collections created by undergraduate and graduate students (n = 94) from three Israeli universities. The research questions were: (1) whether and in what ways the engagement of students in the DC activity required CT, (2) whether a significant difference in the level of CT would be found between undergraduate and graduate students in the DC activity, (3) whether a significant difference in the level of CT would be found between students provided with instruction on DC before the DC activity and a control group that received no instruction. Factor analysis of the stu- dents’ strategies produced 3 factors corresponding to evaluation, analysis, and inference that accounted for 75.34% of the total explained variance. These results suggest that as a pedagogical approach, DC can tap the key features of CT. Further statistical analyses showed that the graduate students had higher scores on evaluation than the undergraduates and that aca- demic level and previous instruction in DC improved the quality of the DC. The factor that most influenced the quality of the digital curation was the analysis variable. Thus, DC can create a rich, active environment that promotes CT.
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EdMedia + Innovate Learning, Jun 25, 2018
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Technology, Knowledge and Learning, 2021
The purpose of this research was to characterize the curation activity of preservice teachers pra... more The purpose of this research was to characterize the curation activity of preservice teachers practicing digital curation by constructing “knowledge exhibitions” in an academic course. Our database included 64 knowledge exhibitions on the Scoop.it platform. Factor analysis of curator’s activities resulted in 3 factors, contributing 57.63% of the total variance explained: the social factor, the personal content factor and the personal process factor. Narratives of curators’ reflections were analyzed using content analysis, resulting in 3 additional categories: relevance, curator activities and products. When combining the qualitative and quantitative categories, a two-dimensional conceptual model was constructed. The model illustrates a taxonomy of components that are included in the curation process, which portrays authentic learning. We conclude that curation contributes to the improvement of students’ knowledge and 21st skills as curators. Curation requires personal and social skills, e.g., cognitive and meta-cognitive skills from an individual and social perspective, social skills on social media and affective skills. Hence, while focusing on personal skills in constructing an ontology, curation is also social in nature. Using social curation transforms learning, but surprisingly is uncommon in educational settings, and research is consequently meager. This highlights the need for incorporating curation as authentic learning in teacher training.
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Social media is traditionally defined as a plurality of Web applications supporting creating and ... more Social media is traditionally defined as a plurality of Web applications supporting creating and exchange of user-generated content. In this paper, we propose a more general understanding to this phenomenon. We consider the Social media as a cultural phenomenon, enhancing interpersonal communication and changing the nature of relationship between an individual and a society. Web 2.0, that is a technological basis of social media, provides possible forms of network activity such as social networks, blogs, forums, wikis, etc. Digital curation is one of the most innovative types of the social media. The curation is a specific form of blogging, in which one receives an input stream of data generated according to a predefined set of keywords, and then carries out his/her own filtering by selecting messages around specific topic, which in the curator's opinion are of interest and are "worthy" to be included in his/her personal "curation blog". The result of "i...
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INTED2019 Proceedings, 2019
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Social Digital Curation (SDC) is one of the most innovative types of Social Media. SDC is a proce... more Social Digital Curation (SDC) is one of the most innovative types of Social Media. SDC is a process of creating ontology of a specific subject by selecting digital content suitable to the subject. The SDC utilizes web collaboration between participants of similar subject oriented communities. In order to define the subject, each of the SDC participants (curators) formulates a relevant set of keywords. A specific curation tool forms an input stream comprising a number of records having various levels of relevance and quality. The task of each curator is to filter the input stream by approving one record and rejecting another. As a result, every curator forms his/her own output stream that we consider as the personal curriculum. One of the most important features of the above process is the fact that the curation takes place in a form of collaboration with other curators of similar subjects. Current output streams of some curators may, in turn, form input streams of others. In this ca...
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ICERI2019 Proceedings, 2019
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Journal of Educational Technology …, Jan 1, 2008
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Conference Presentations by Rivka Gadot
Social Digital Curation (SDC) is one of the most innovative types of Social Media. SDC is a proce... more Social Digital Curation (SDC) is one of the most innovative types of Social Media. SDC is a process of creating ontology of a specific subject by selecting digital content suitable to the subject. The SDC utilizes web collaboration between participants of similar subject oriented communities. In order to define the subject, each of the SDC participants (curators) formulates a relevant set of keywords. A specific curation tool forms an input stream comprising a number of records having various levels of relevance and quality. The task of each curator is to filter the input stream by approving one record and rejecting another. As a result, every curator forms his/her own output stream that we consider as the personal curriculum. One of the most important features of the above process is the fact that the curation takes place in a form of collaboration with other curators of similar subjects. Current output streams of some curators may, in turn, form input streams of others. In this case, the conventional learning turns into a form of intensive collaborative learning action in which the curators participate, and which is the focus of our study. The network reality today requires concern for the proper and secure use of web information. The SDC provides students with a collaborative learning environment, which is refined by them. Advanced participants of the SDC network, that have high reputation, teach novices in their own style, while novices are being motivated to upgrade their reputation and to become successful learners and then teachers to other participants. The criterion of success of a person's SDC is twofold. It can be assessed individually by each of the participants, by evaluating the quality of that student's curation output stream. On the other hand, it can be assessed collectively when evaluating the student's reputation achieved during the curation. Besides creation of their personal curriculum, the curating students develop their digital literacy skills. One of such skills is so-called 'network awareness'. The SDC environment, being a dynamic and unpredictably transforming one, requires the user's ability to act correctly in unexpected situations, and helps to develop their network awareness. In our study, we observe a group of curators, which comprises both graduate students and faculty members. A popular curation tool, which is used in our study, is Scoop.it. The research combines both observing the curators' behavior in the network, and conducting individual interviews with the participants. Besides the qualitative research, we use computer simulation as a methodological tool for our study. We construct models of hypothesized curators' behaviors, and test them by running the corresponding simulations. Moreover, we assume that the SDC simulation can be used as a powerful learning activity to reveal a participant's metacognitive ability. We use the hybrid simulation software AnyLogic in our project. Using the hybrid simulation is innovative in the educational research. In our study, we test both the scientific, and the educational potential of the hybrid simulation for studying behavior of the digital curator. This above epigraph refers to the challenge presented to us not only of the high quantity of information, but also of the quality of the information available today. Today, Web content includes a lot of incorrect information, mistakes, mistruths and information from non-authorized sources. The abundance of information, which creates valuable data and advanced information experts, is unfortunately also associated with misinformation, misleading and non-quality information. Because of the vast amounts of information available today on the web, we are required to teach students the skills of finding appropriate information and the proper use of this information (Hsiao et al. 2013). If the above mentioned regarding the abundance of information would have appeared a numbers of years ago before the digital era, the only way to overcome with it would have been by hierarchical structure of categorization and sorting. In our work, we study an innovative approach for overcoming abundance of information that is called Social Digital Curation (SDC). The curation comprises selection, preservation, maintenance, collection and archiving of digital assets. Curation is a specific activity, in which the participants receive an input stream of data, generated in accordance with a predefined set of keywords (tags), that each of the SDC participants (curators) formulates in order to define the subject. A specific curation tool forms an input stream comprising of a number of records, 635
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Chapters in Books by Rivka Gadot
IGI Global, 2023
This chapter discusses the goals of digital curation as an educational practice in K-12 science e... more This chapter discusses the goals of digital curation as an educational practice in K-12 science education in the digital age and presents a model for science teachers' professional development through digital curation. The model proposed in this chapter was developed during a multiple-case study with the participation of 44 science teachers. The model outlines a path to enabling teachers to learn and practice curation as a teaching and learning practice and later to direct and apply curation in their classrooms. In addition, it offers guidelines for enabling teachers to practice thinking skills, such as making pedagogical decisions and defining teaching goals, through the digital curation process as a professional learning method: (1) teacher professional learning goals, (2) pedagogical-practical goals, (3) social and cooperative goals, (4) teacher personal goals. This model can be applied to science teachers' professional development and teacher training courses.
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Papers by Rivka Gadot
The database was composed of digital collections created by undergraduate and graduate students (n = 94) from three Israeli universities. The research questions were: (1) whether and in what ways the engagement of students in the DC activity required CT, (2) whether a significant difference in the level of CT would be found between undergraduate and graduate students in the DC activity, (3) whether a significant difference in the level of CT would be found between students provided with instruction on DC before the DC activity and a control group that received no instruction. Factor analysis of the stu- dents’ strategies produced 3 factors corresponding to evaluation, analysis, and inference that accounted for 75.34% of the total explained variance. These results suggest that as a pedagogical approach, DC can tap the key features of CT. Further statistical analyses showed that the graduate students had higher scores on evaluation than the undergraduates and that aca- demic level and previous instruction in DC improved the quality of the DC. The factor that most influenced the quality of the digital curation was the analysis variable. Thus, DC can create a rich, active environment that promotes CT.
Conference Presentations by Rivka Gadot
Chapters in Books by Rivka Gadot
The database was composed of digital collections created by undergraduate and graduate students (n = 94) from three Israeli universities. The research questions were: (1) whether and in what ways the engagement of students in the DC activity required CT, (2) whether a significant difference in the level of CT would be found between undergraduate and graduate students in the DC activity, (3) whether a significant difference in the level of CT would be found between students provided with instruction on DC before the DC activity and a control group that received no instruction. Factor analysis of the stu- dents’ strategies produced 3 factors corresponding to evaluation, analysis, and inference that accounted for 75.34% of the total explained variance. These results suggest that as a pedagogical approach, DC can tap the key features of CT. Further statistical analyses showed that the graduate students had higher scores on evaluation than the undergraduates and that aca- demic level and previous instruction in DC improved the quality of the DC. The factor that most influenced the quality of the digital curation was the analysis variable. Thus, DC can create a rich, active environment that promotes CT.