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Mobile Learning in Museums presented at MMiT Birmingham 21 Sep 09
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Mobile Learning in Museums presented at MMiT Birmingham 21 Sep 09

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  • Secret sign is RFID chip. Same technology as the Oyster card. Natural History Museum
  • Secret sign
  • Lewes not BYO, SCHOOL years six and five But = BYO in schools future Museums test bed for developing ways in which children can learn using mobiles. All done by email – Book Smae as lunchtime tour
  • Read icon Too much text, but left it as they sent it.
  • 1 creative type question
  • want to publish drive to go to museum site
  • Transcript

    • 1. Wandering around museums – and wondering Examples of mobile learning in the cultural sector Mobile Learning: What’s it all about? 21 Sep 09 Aston University Martin Bazley Online experience consultant Martin Bazley & Associates
    • 2. Martin Bazley
      • Taught for 8 years
      • Science Museum, London, Internet Projects in Learning Unit (7yrs)
      • E-Learning Officer, MLA South East (3yrs)
      • Chair of E-Learning Group for Museums
      • Consultancy, websites, training, user testing, evaluation … Martin Bazley & Associates www.martinbazley.com Slides available afterwards
    • 3.
      • Interest more pragmatic than academic – range of examples
    • 4.
      • Extract from overview by Museum of London, as part of their current redevelopment of galleries
      • (presented at an ELG conference on mobile learning)
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    • 21. Example 1: Collect! at the London Zoo HP Labs
      • Mobile camera phone application
      • Barcode signs outside animal enclosures
      • Personalised web page
      O’Hara et al., 2007
    • 22. Example 1: Collect! at the London Zoo HP Labs
      • Interesting findings
        • Barcode signs: mixed blessing
        • Engaging with content
          • Significantly more collected than viewed
          • Video > Audio > Text
          • Provides additional views of ‘exhibits’
        • Content consumption
          • Move between viewing live animal and content
          • View on the spot; view during transitions; view at quiet, comfortable location
          • Synchronised viewing with friends
          • Sharing device
          • Groups split up and come back together to share
        • The effect of the technology
          • Child in charge, responsible for phone
          • Choice: content ‘pull’ rather than ‘push’
        • Collecting important in itself
          • Competition – who has collected the most
          • Completing collections
          • Additional value of ‘hard to get’ or personally favoured content
          • Importance of adding specific item to collection greater than importance of accessing that item
        • Web site
          • Adds value: it’s published
          • Sense of achievement
          • Basis for further social interaction at home and elsewhere
          • Chance for reflection
      O’Hara et al., 2007
    • 23. Example 2: Gidder: Groups in Digital Dialogue
      • Pilot with High school students at Astrup Fearnley Museum of Modern Art, Oslo
      • Pre-visit: students work with information in group wiki spaces and select works that they will explore more deeply at the museum
      • Visit: students use mobile phones to blog - and label - experiences, impressions, and conversations to the wiki
      • Post-visit: groups use blog, labels, and other resources to interpret selected artworks, presentation of wiki spaces to class
      • http://www.intermedia.uio.no/display/Im2/Gidder
    • 24. Case Study: Myartspace
      • Service on mobile phones for enquiry-led museum learning
      • Aim to make school museum visits more engaging and educational
      • Museum test sites
        • Urbis (Manchester)
        • The D-Day Museum (Portsmouth)
        • The Study Gallery of Modern Art (Poole)
      • About 3000 children during 2006
    • 25. Case Study: Myartspace (now OOKL) Handout phones Explore museum Recap learning task etc. Logon Phone training Share / present Example gallery Teacher sets learning task Collect Collect Collect
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    • 30.
      • MediaScape video clips
    • 31. Using Mobile Phone Technology to engage Young People with Museum Collections Lee Hutchinson, Collections Access Officer Northampton Museums: [email_address] Tel. 01604 837677 Andrew Wilson, Director, Blink andrew@blinkmedia.org Tel. 07980 224 927
    • 32.
      • Research Project
      • 13 young people
      • Aged 14-20
      • From all areas of Northampton
      • Tour of stores and galleries
      • Selected favourite objects from handling collection
      • Crash course in film making, editing and distribution
      • Given ‘free reign’ to make video clips relating to objects
      • Shared via Bluetooth
      • Uploaded onto YouTube
      • (see links on handout)
    • 33. Research Aims
      • 1. Discover what functionality of mobile phones young people are using, how they are using them and how willing they would be to use their own mobile phones as part of a creative project
    • 34.
      • All have own mobile phones (often their first phone – little or no inclination to upgrade)
      • All but one happy to use own phone
      • All but one use camera function
      • Majority use camera function ‘a lot’
      • All regular users of Bluetooth
      • All familiar with social networking sites as means of distribution
    • 35.  
    • 36. Leeds Artspace Online project might be worth a mention. Users are sending in images via mobiles to contribute to an ArtWall.
    • 37. A colleague recently told me about innovative use of QR codes at Chateau de Vincennes in France. They placed QR codes around a room which had not yet been restored and provided visitors with a device equipped with an 8" screen, a camera and QR code reader. When you pointed the camera at a QR code it showed what a particular part of the room would have looked like in medieval times e.g. showed a tapestry hanging on the wall, or a fire in the fireplace. Unfortunately it was something they were only doing for a day, and there doesn't seem to be any mention of it on their website.
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    • 47. Lynn Gayford and Elvie Thompson, Sussex Past
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    • 57. So, what happened? Evaluation conducted and written by Elvie Thompson, trial commissioned by Lynn Gayford, Sussex Past
    • 58.
      • Some “bugs”
      • predictive text
      • some children raced each other
      • children moving round the site independently
      • the best route through the site
      • children want a phone each, not to work in groups
      • over anxious about children dialling Australia
    • 59. Microsite
    • 60. Tate Modern PDA tours Gillian Wilson Tate Modern, UK Mobile Learning Conference, ELG, 6 March 2008
    • 61. Mobile phone tours
      • Pilot project for David Smith exhibition, autumn 2006
      • Low projected visitor figures
      • Costs are less – audio cheaper, no distribution desk required
      • Very short segments of content – little anecdotes about the work
      • Interesting findings
      • Significant amount of people uncomfortable about using mobile phones in the gallery
      • UK audience particularly worried about cost of calls
      • Younger people more attracted to using mobile phone tours than audio guides
      • Those who are after a learning experience perceive that an audio guide will suit their needs better.
      • People seem to be after a choice of devices to use
    • 62. Multimedia tours
    • 63. Multimedia tour – content and design
      • Some design tips
      • Design of PDA interface should reflect standard website or digital design conventions.
      • Visitors want to be in control of the PDA so don’t make anything happen automatically; allow them to stop and start commentaries
      • Choices made need to be accompanied by visual or audio feedback
      • Visitors’ experience of using the PDA needs to merge successfully with their experience in the gallery. For eg device tells visitor to look from the screen to the artwork; they need to be able to find the artworks easily
      • A choice of small chunks of information is better than lengthy commentaries
      • Popular content
      • Video clips of artists at work
      • Audio contributions by artists and other commentators
      • Audio commentary accompanied by still images
      • Interactive interfaces (‘Touch and listen’)
      • Interactive games
      • Less popular content
      • Text
    • 64. Schools tour
      • Additional layer of interactive content for 20 works
      • New tools for students to make their own content
      • - drawing
      • - text
      • - audio
      • Follow up back at school on students’ own personal websites
      • Results in creation of multimedia presentations
    • 65. Why use mobile interpretation tools?
      • Gives rich contextual info
      • Dispenses with crowding around gallery information captions
      • Doesn’t clutter up the gallery space
      • Provides interpretation where the visitor needs it – in front of the artwork
      • Can give a range of point of views
      • A non linear experience
      • An interactive experience for visitors
      • Personalisation of content
      • Supports different styles of learning
      • User-generated content?
      • Content to be accessible on visitors’ own personal devices?
    • 66. Their Past Your Future and Mobile Learning
    • 67. Their Past Your Future Phase1 Touring Exhibition Commemorative Visits
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    • 72. Mobile Blog sent at 11:27 9 months ago by geoff_118 We are at the home phu touy replication p.o.w. camp where they have rebuilt a hospital, complete with apparatus, a cookhouse, a water distillary and several genuine artifacts such as medical apparatus and tools! However, one doesn't really feel the same sense of awe and sadness as one does on the site of a genuine historical event... For example, this morning at hellfire pass, in picturing people digging and dying in the very chasm in which we were standing, the whole place felt strangely eerie, as though, and i know this sounds really cheesey, we could feel those p.o.w's presence... Strange!! So, yeah, its been good to visit this replica p.o.w. camp but it doesn't quite capture the essence of what it was really like... It seems, well, fake!!                                                                                                                                                                                  
    • 73.  
    • 74. 5. Giving young people a voice and a responsibility to others Students filming in Don Rak Cemetery, Kanchanaburi, Thailand People really cared….It made me feel our work was so worthwhile We had to think of a different way to consider how to record it for someone who isn’t there www.radiowaves.co.uk/story/17399
    • 75. 6. Pushes boundaries, increases confidence Students interviewing a Veteran, Sydney, Australia www.radiowaves.co.uk/story/17478
    • 76. 7. Develops new skills, personalised learning www.radiowaves.co.uk/story/11729 www.radiowaves.co.uk/story/11736 www.radiowaves.co.uk/story/12798
    • 77. 8. Evalution, immediate and reflective
    • 78. Conclusions www.radiowaves.co.uk/tpyf www.theirpast-yourfuture.org.uk www.radiowaves.co.uk/story/38473

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