Values and Worth: An EBL Approach to Encountering and Constructing Collections in Real and Virtual Worlds J.Tatlock, S. La...
Outline <ul><li>Importance of Reaching Non-Traditional Students </li></ul><ul><li>Importance of Introducing Minority Disci...
Importance of Reaching Non-Traditional Students <ul><li>Goal 5 of the 2015 Goals </li></ul><ul><li>Widening Participation ...
Importance of Introducing Minority Disciplines <ul><li>Disciplines not encountered in 14-19 Curriculum  </li></ul><ul><li>...
The Setting up  the Workshop <ul><li>26,000 School children visited the Manchester Museum last year  </li></ul><ul><li>9 S...
The Setting up  the Workshop <ul><li>Determine Audience </li></ul><ul><ul><li>School students 14-19 years </li></ul></ul><...
The Setting up  the Workshop <ul><li>Desired Outcomes </li></ul><ul><ul><li>Greater awareness of information biases  </li>...
The Setting up  the Workshop <ul><li>Outcomes for the Student </li></ul><ul><ul><li>Objects are described in different way...
The Setting up  the Workshop <ul><li>University Skill Development </li></ul><ul><ul><li>Interpretive skills as experts wil...
The Setting up the Collections <ul><li>5 Objects were selected </li></ul><ul><ul><li>Variety of Mediums/ Materials </li></...
The Real Workshop <ul><li>Level 1 Introduction </li></ul><ul><ul><li>What do you Expect to find in a Museum/ Art Gallery? ...
The Virtual Workshop the GLO
What do you expect to find in a gallery or museum? <ul><li>Enter six ideas in to ‘Notepad’ </li></ul>
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 Businessma...
The Curator Would you like more information about this object or to select a different object? This sketch was done by Wal...
You may select an information source from those below; click on the icon to hear the information. Art Historian Businessma...
The Curator Would you like more information about this object or to select a different object? This sketch was done by Wal...
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?
<ul><li>On the Notepad  </li></ul><ul><li>list the reasons why your ranking has changed (or not changed) </li></ul>Reviewi...
Reviewing Choices (3) Make a note of the sources that you used. Did you use some more than others? – why do you think you ...
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 <ul><li>Pros </li></ul><ul><li>User directed learning </li></ul><ul><li>Collections interchangea...
Our Success?/ Discussion <ul><li>How to include more enquiry in the GLO? </li></ul><ul><li>How do we valuate the success o...
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Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds

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A test of ‘Generative Learning Object’ capacity to incorporate EBL.
Consideration of the use of HEI teaching strategies to attract and
prepare potential students from non-traditional cohorts.
To introduce potential students to the reflective learning essential at
university level; minority disciplines not encountered in the 14-19
curriculum and the potential cross disciplinary nature of university
study. The potential ways that collections can be disseminated and used in real and
virtual communities. The possibilities offered by digital capture of objects in real
and virtual communities. Templates for enquiry that can be applied to the
encountering and constructing of any ‘collection’.

Published in: Business, Education
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Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds

  1. 1. Values and Worth: An EBL Approach to Encountering and Constructing Collections in Real and Virtual Worlds J.Tatlock, S. Lackey, J. Debert
  2. 2. Outline <ul><li>Importance of Reaching Non-Traditional Students </li></ul><ul><li>Importance of Introducing Minority Disciplines </li></ul><ul><li>The Setting up the Workshop </li></ul><ul><li>The Setting up the Collections </li></ul><ul><li>The Real Workshop </li></ul><ul><li>The Virtual Workshop the GLO (Generative Learning Object) </li></ul><ul><li>Infusing EBL into the GLO </li></ul><ul><li>Our Success?/ Discussion </li></ul>
  3. 3. Importance of Reaching Non-Traditional Students <ul><li>Goal 5 of the 2015 Goals </li></ul><ul><li>Widening Participation </li></ul><ul><li>Increase Numbers of Home Students from Under-Represented Sections of Society </li></ul><ul><li>The Creation of a Supportive Learning Environment </li></ul>
  4. 4. Importance of Introducing Minority Disciplines <ul><li>Disciplines not encountered in 14-19 Curriculum </li></ul><ul><li>High Incompletion rates </li></ul><ul><li>Lower Application numbers </li></ul><ul><li>Increasing awareness: </li></ul><ul><ul><li>Reduce incompletion rates </li></ul></ul><ul><ul><li>Increase application numbers </li></ul></ul><ul><ul><li>Interest students who would not </li></ul></ul><ul><ul><li>otherwise have considered University </li></ul></ul>
  5. 5. The Setting up the Workshop <ul><li>26,000 School children visited the Manchester Museum last year </li></ul><ul><li>9 Summer Schools are organised Every Year for Over 800 Students </li></ul><ul><li>Over 30,000 School students used the University's outreach, inclusion and school and college liaison activities </li></ul>
  6. 6. The Setting up the Workshop <ul><li>Determine Audience </li></ul><ul><ul><li>School students 14-19 years </li></ul></ul><ul><li>Determine Aims </li></ul><ul><ul><li>To introduce to University and Minority Disciplines </li></ul></ul><ul><ul><li>To introduce Reflective Learning Style </li></ul></ul><ul><ul><li>To introduce other types of Values and Worth </li></ul></ul>
  7. 7. The Setting up the Workshop <ul><li>Desired Outcomes </li></ul><ul><ul><li>Greater awareness of information biases </li></ul></ul><ul><ul><li>Generate interest in University and Minority Disciplines </li></ul></ul><ul><ul><li>Develop a reusable learning object </li></ul></ul><ul><ul><li>Develop a template that can be applied to any collection </li></ul></ul>
  8. 8. The Setting up the Workshop <ul><li>Outcomes for the Student </li></ul><ul><ul><li>Objects are described in different ways by different people </li></ul></ul><ul><ul><li>Objects mean different things to different people </li></ul></ul><ul><ul><li>Objects may be valued in different ways </li></ul></ul><ul><ul><li>Other things apart from the object contribute to value like ‘context’ </li></ul></ul><ul><ul><li>‘ context’ such as where and how an object is displayed, or the source of information about the object </li></ul></ul>
  9. 9. The Setting up the Workshop <ul><li>University Skill Development </li></ul><ul><ul><li>Interpretive skills as experts will give their ‘interpretations’ which are not right or wrong </li></ul></ul><ul><ul><li>‘ Information assessment’ decide which you agree or disagree with and back up reasons for decisions </li></ul></ul><ul><ul><li>‘ constructing your argument’ attempt to persuade others of to your viewpoint, by having a reasons and evidence </li></ul></ul><ul><ul><li>When the ranking is compared with others a ‘scholarly debate’ about the objects can be initiated by the facilitator to reach a consensus </li></ul></ul>
  10. 10. The Setting up the Collections <ul><li>5 Objects were selected </li></ul><ul><ul><li>Variety of Mediums/ Materials </li></ul></ul><ul><ul><li>Different Ages </li></ul></ul><ul><ul><li>Different Traditional values </li></ul></ul><ul><li>Questions and Activities were Developed </li></ul><ul><ul><li>Could relate to every object and no object in particular </li></ul></ul><ul><ul><li>Questions and Activities were designed to question the students concepts of values and worth without asking directly </li></ul></ul><ul><ul><li>Allow the student to receive as much or as little information about an object </li></ul></ul>
  11. 11. The Real Workshop <ul><li>Level 1 Introduction </li></ul><ul><ul><li>What do you Expect to find in a Museum/ Art Gallery? </li></ul></ul><ul><ul><li>Who do you Expect to find in a Museum/ Art Gallery? </li></ul></ul><ul><li>Level 2 Presentation of 6 Objects </li></ul><ul><ul><li>Rank the objects (no information provided) </li></ul></ul><ul><li>Level 3 Introduction of 6 Experts/ People </li></ul><ul><ul><li>Select who you want to learn about an object from </li></ul></ul><ul><li>Level 4 Valuation </li></ul><ul><ul><li>With new information re-rank the objects </li></ul></ul><ul><ul><li>Did your ranking change? Why? </li></ul></ul><ul><ul><li>What are some other types of Value? </li></ul></ul>
  12. 12. The Virtual Workshop the GLO
  13. 13. What do you expect to find in a gallery or museum? <ul><li>Enter six ideas in to ‘Notepad’ </li></ul>
  14. 14. Here are 6 objects. Using the notepad, rank these objects and say why you chose this order. Ω
  15. 15. Click on an object for more information……………… Ω
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. Click on an object for more information……………… Ω
  21. 21. Reviewing choices (1) Now re-rank the objects and compare to your original list. Has the order changed?
  22. 22. <ul><li>On the Notepad </li></ul><ul><li>list the reasons why your ranking has changed (or not changed) </li></ul>Reviewing Choices (2)
  23. 23. 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
  24. 24. Reviewing Choices (4) How many objects did you find out about? – add this to your notebook
  25. 25. Reviewing Choices (4) Your Choices What you thought
  26. 26. Infusing EBL into the GLO <ul><li>Pros </li></ul><ul><li>User directed learning </li></ul><ul><li>Collections interchangeable </li></ul><ul><li>Feedback is generated for the user </li></ul><ul><li>Cons </li></ul><ul><li>Finite number of information sources </li></ul><ul><li>Finite number of information sources </li></ul>
  27. 27. Our Success?/ Discussion <ul><li>How to include more enquiry in the GLO? </li></ul><ul><li>How do we valuate the success of this initiative? </li></ul><ul><li>Suggestions… </li></ul><ul><li>Comments… </li></ul>

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