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4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
4. Las dimensiones socio-culturales del aprendizaje 1
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4. Las dimensiones socio-culturales del aprendizaje 1

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Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su …

Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.

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  • 1. Socio-Cultural Dimensions of Learning
  • 2. Overview
    • Outline socio-cultural context
    • Discuss macro/micro levels of context & their interaction
    • Implications of these factors for practice within & outside institution
  • 3. Socio-Cultural Context
    • Macro: Culture (cultural background, history & identity; class, gender, age, place/meaning of museums in society)
    • Micro: Within-group interactions (families, school groups, all-adult groups)
    • Micro: Interactions with other groups in museum including other visitors, staff & volunteers
  • 4. Cultural Background, History & Identity
    • Cultural background & history; relationship to familiarity with/comfort with museums
    • Place/meaning of museums in society & particular strata of society (preservers of culture, learning institutions)
    • Early childhood experiences and parental modeling
    • In U.S., adult museum-goers visited museums with their families; no correlation with school visits
    • Museum-goers understand that museums are places to meet learning & social needs (Falk’s identity-related
    • motivations)
  • 5. Other Macro-Cultural Factors
    • Age
    • Gender
    • Cultural values of leisure and learning (museum-goers value “learning,” seek meaningful, often social experiences)
  • 6. Implications
    • Changing societal views on multiculturalism & cultural identity
    • Realities of changing demographics (ethnic/cultural, aging, etc.)
    • Shift to being audience-centered & relevant to community
    • Fulfilling social contract with public; measuring value
  • 7. FOUR EXAMPLES
    • Virginia Museum of Fine Arts, Richmond, VA
    • Families Exploring Science Together (FEST) , collaboration of science-rich institutions in Philadelphia
    • Des Moines Art Center, Des Moines, IA
    • The Children’s Museum of Indianapolis
  • 8. Virginia Museum of Fine Arts
    • Focus on families; museums as great places to spend quality time together
    • Targeted African-American information sources (churches, barber shops, etc.)
    • Used creative marketing strategies (bus signs, word-of-mouth)
    • Connected school programming to families
  • 9. Families Exploring Science Together
    • Worked locally with science-rich institutions
    • Identified community organizations with similar goals of supporting families
    • Success with families who were science-interested, seeking such experiences
    • Families needed to understand options and how to access/use them
  • 10. Des Moines Art Center
    • Thought broadly about who was not visiting (not just racial/ethnic diversity, but different ages/SES, etc.)
    • Hired someone who understood & was a key member of one of the desired audiences
    • Creatively formed partnerships with community organizations attempting to meet needs of people that could benefit from using the museum
  • 11. The Children’s Museum, Indianapolis
    • Changed focus from children to families
    • Made family learning key goal of all staff
    • Systematically trained staff in personalized, project-based ways that connected to day-to-day work
    • Created a system for consistent feedback and improvement
  • 12. The Bottom Line…..
    • No substitute for the investment of time and hard work required to find out:
    • Who actually lives in your community
    • Who comes & who does not come and why
    • How you can provide a more welcoming environment for all
    • How to collaborate in creating meaningful activities
    • Successful museums co-create environments and programs which support a diversity of individual needs, interests, experiences, motivations and expectations
  • 13. Critical Factors for Success
    • Leadership and ownership from the top down including Director, Board of Trustees & staff and bottom up
    • Think broadly about diversity (not just racial/ethnic diversity, but different ages/SES/gender orientations, etc.). Communities are not monolithic!!
    • The best approach is to create partnerships with communities, not for communities (co-creation)
    • From the outset build in plans for on-going support (financial & otherwise) & sustainability
  • 14. Challenges
    • How to meet the needs of “new” audiences (aging adults, disabled communities, etc)?
    • How to engage audiences in co-creating experiences?
    • That is, how to co-create the next generation of museum-goers?
  • 15. Links
    • John H. Falk, Ph.D. more
    • Lynn D. Dierking, Ph.D. more
    • Oregon Sea Grant - Free-Choice Learning faculty
    • Oregon U. Science and mathematics education Ph.D. Program
    • The Institute for Learning Innovation

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