Abstract
How lecturers in higher education handle, or curate, educational resources during
course design, has become increasingly important with the growing amount of
digitally available educational materials. Despite the recognition of curation in educational
literature and the development of two conceptual models, there is a lack
of empirical knowledge of lecturers’ actual curational practices. Through 23 semistructured
interviews at a Dutch University of Applied Sciences, this study identified
six categories of distinguishable but interconnected activities that constitute
lecturers’ curational behaviour, taking place within the context of course design.
These activities are: searching for resources, assessing and selecting resources, creating
and editing resources, structuring resources, sharing resources, and soliciting
feedback. The findings suggest that lecturers underemphasize the construction of a
narrative that relates the resources and are providing students with little didactical
support when sharing the resources. This paper offers an empirical a foundation for
educational curation and suggests directions for future research to inform lecturers’
course design practices and enhance support for lecturers in this critical task.
course design, has become increasingly important with the growing amount of
digitally available educational materials. Despite the recognition of curation in educational
literature and the development of two conceptual models, there is a lack
of empirical knowledge of lecturers’ actual curational practices. Through 23 semistructured
interviews at a Dutch University of Applied Sciences, this study identified
six categories of distinguishable but interconnected activities that constitute
lecturers’ curational behaviour, taking place within the context of course design.
These activities are: searching for resources, assessing and selecting resources, creating
and editing resources, structuring resources, sharing resources, and soliciting
feedback. The findings suggest that lecturers underemphasize the construction of a
narrative that relates the resources and are providing students with little didactical
support when sharing the resources. This paper offers an empirical a foundation for
educational curation and suggests directions for future research to inform lecturers’
course design practices and enhance support for lecturers in this critical task.
| Original language | English |
|---|---|
| Number of pages | 21 |
| Journal | Innovative Higher Education |
| DOIs | |
| Publication status | Published - 22 Mar 2025 |