Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds

Values and Worth: An EBL Approach to Encountering and Constructing Collections in Real and Virtual Worlds J.Tatlock, S. Lackey, J. Debert

Outline

Importance of Reaching Non-Traditional Students

Importance of Introducing Minority Disciplines

The Setting up the Workshop

The Setting up the Collections

The Real Workshop

The Virtual Workshop the GLO (Generative Learning Object)

Infusing EBL into the GLO

Our Success?/ Discussion

Importance of Reaching Non-Traditional Students

Goal 5 of the 2015 Goals

Widening Participation

Increase Numbers of Home Students from Under-Represented Sections of Society

The Creation of a Supportive Learning Environment

Importance of Introducing Minority Disciplines

Disciplines not encountered in 14-19 Curriculum

High Incompletion rates

Lower Application numbers

Increasing awareness:

Reduce incompletion rates

Increase application numbers

Interest students who would not

otherwise have considered University

26,000 School children visited the Manchester Museum last year

9 Summer Schools are organised Every Year for Over 800 Students

Over 30,000 School students used the University's outreach, inclusion and school and college liaison activities

Determine Audience

School students 14-19 years

Determine Aims

To introduce to University and Minority Disciplines

To introduce Reflective Learning Style

To introduce other types of Values and Worth

Desired Outcomes

Greater awareness of information biases

Generate interest in University and Minority Disciplines

Develop a reusable learning object

Develop a template that can be applied to any collection

Outcomes for the Student

Objects are described in different ways by different people

Objects mean different things to different people

Objects may be valued in different ways

Other things apart from the object contribute to value like ‘context’

‘ context’ such as where and how an object is displayed, or the source of information about the object

University Skill Development

Interpretive skills as experts will give their ‘interpretations’ which are not right or wrong

‘ Information assessment’ decide which you agree or disagree with and back up reasons for decisions

‘ constructing your argument’ attempt to persuade others of to your viewpoint, by having a reasons and evidence

When the ranking is compared with others a ‘scholarly debate’ about the objects can be initiated by the facilitator to reach a consensus

The Setting up the Collections

5 Objects were selected

Variety of Mediums/ Materials

Different Ages

Different Traditional values

Questions and Activities were Developed

Could relate to every object and no object in particular

Questions and Activities were designed to question the students concepts of values and worth without asking directly

Allow the student to receive as much or as little information about an object

The Real Workshop

Level 1 Introduction

What do you Expect to find in a Museum/ Art Gallery?

Who do you Expect to find in a Museum/ Art Gallery?

Level 2 Presentation of 6 Objects

Rank the objects (no information provided)

Level 3 Introduction of 6 Experts/ People

Select who you want to learn about an object from

Level 4 Valuation

With new information re-rank the objects

Did your ranking change? Why?

What are some other types of Value?

The Virtual Workshop the GLO

What do you expect to find in a gallery or museum?

Enter six ideas in to ‘Notepad’

Here are 6 objects. Using the notepad, rank these objects and say why you chose this order. Ω

Click on an object for more information……………… Ω

You may select an information source from those below; click on the icon to hear the information. Art Historian Businessman Alpesh Patel Dr. Lazz Onyenobi Archaeologist Curator Ω

The Curator Would you like more information about this object or to select a different object? This sketch was done by Walter Crane, an artist and illustrator working in the nineteenth century. The item has little monetary value, but is of real interest to me as a curator because I can see the notes written by the engraver and it shows a change of title. Both these things tell me about the way the artist had to work very quickly to meet the demands of the public and the publishing industry who loved his illustrations for books. It also reflects Walter Crane’s working practice and indicates not only his prolific output, but his need to earn a living via such commissions. Ω

You may select an information source from those below; click on the icon to hear the information. Art Historian Businessman Alpesh Patel Dr. Lazz Onyenobi Archaeologist Curator Ω

The Curator Would you like more information about this object or to select a different object? This sketch was done by Walter Crane, an artist and illustrator working in the nineteenth century. The item has little monetary value, but is of real interest to me as a curator because I can see the notes written by the engraver and it shows a change of title. Both these things tell me about the way the artist had to work very quickly to meet the demands of the public and the publishing industry who loved his illustrations for books. It also reflects Walter Crane’s working practice and indicates not only his prolific output, but his need to earn a living via such commissions. Ω

Click on an object for more information……………… Ω

Reviewing choices (1) Now re-rank the objects and compare to your original list. Has the order changed?

On the Notepad

list the reasons why your ranking has changed (or not changed)

Reviewing Choices (2)

Reviewing Choices (3) Make a note of the sources that you used. Did you use some more than others? – why do you think you did that? Add the reasons to the Notepad Which of the sources provided you with the information that helped you to make these decisions

Reviewing Choices (4) How many objects did you find out about? – add this to your notebook

Reviewing Choices (4) Your Choices What you thought

Infusing EBL into the GLO