Building digital distribution systems for school-based users of museum content New initiatives in Australia and Canada <ul...
Overview <ul><li>1. Key concepts and issues </li></ul><ul><ul><li>Disruptive technologies </li></ul></ul><ul><ul><li>Digit...
 
Why schools matter: School-aged population as percentage of total 17%
School aged population as percentage of total  plus their teachers… 18% 18%
School aged population as percentage of total  plus their teachers, parents and carers…. 35%
Proportion of online content accessed  from Australian cultural institutions in schools - 2005 2%
Photo by caribb (flickr) Photo courtesy of  caribb  (flickr)
 
 
 
The Le@rning Federation <ul><li>Australian governments and New Zealand government funded initiative to:  </li></ul><ul><li...
Diverse supply <ul><li>Wholesale QA services and distribution :  </li></ul><ul><ul><li>technical </li></ul></ul><ul><ul><l...
Collections sector collaborations <ul><ul><li>National Film and Sound Archive of Australia  </li></ul></ul><ul><ul><li>Nat...
Key questions <ul><li>How do we make digital content relevant to teaching and learning? </li></ul><ul><li>How to make digi...
English teachers topics <ul><li>Advertising  </li></ul><ul><li>Ballads in Year 9  </li></ul><ul><li>Heroic endeavours and ...
Museum & Education digital content pilot <ul><li>collaboration between museums and schools education sector  </li></ul><ul...
Metadata feeds <ul><li>Shared QA responsibility </li></ul><ul><ul><li>technical </li></ul></ul><ul><ul><li>metadata </li><...
Collections sector collaborations <ul><li>jj </li></ul>
Initial findings <ul><li>Museums </li></ul><ul><li>Streamline digitisation process </li></ul><ul><li>Information managemen...
Initial findings <ul><li>Education perspective </li></ul><ul><li>Students highly engaged </li></ul><ul><ul><li>Boys like t...
Initial findings <ul><li>Education perspective </li></ul><ul><li>Teachers need support </li></ul><ul><ul><li>Professional ...
Power in consistency <ul><li>metadata – information about the item </li></ul><ul><li>keywords – controlled language using ...
Report on the pilot <ul><li>available in June </li></ul><ul><li>www.thelearningfederation.edu.au </li></ul><ul><li>Scootle...
Virtual Museum of Canada <ul><li>Canadian Heritage Information Network (CHIN) </li></ul><ul><li>SEO Dept. of Canadian Heri...
Context <ul><li>Feedback analysis found that a significant number of visitors were from educational institutions with spec...
Pre-Agora <ul><li>1998 – Learning With Museums </li></ul><ul><ul><li>educational museum content </li></ul></ul><ul><ul><li...
The Agora Research Project <ul><li>Fundamentals of the Agora concept </li></ul><ul><ul><li>testing </li></ul></ul><ul><ul>...
Learning Objects <ul><li>We developed the “Learning Object Input Tool” </li></ul><ul><li>- keep content modular </li></ul>...
Content Aggregator <ul><li>The heart of Agora is the museum contributed content. As such, the most important and challengi...
VMC Teachers’ Centre – Functionality <ul><li>Teachers’ Centre does not require login and account creation in order to acce...
VMC Teachers’ Centre – Issues <ul><li>Copyright and IP </li></ul><ul><ul><li>Museum references & copyright </li></ul></ul>...
VMC Teachers’ Centre – Current State of Affairs <ul><li>We completed 1 year of </li></ul><ul><li>in-class testing </li></u...
Conclusion <ul><li>Integrated and efficient digital supply chains for museum schools content are viable; </li></ul><ul><li...
Contacts <ul><li>[email_address] </li></ul><ul><li>800.520.2446 </li></ul><ul><li>www.virtualmuseum.ca </li></ul><ul><li>w...
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Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users with museum digital content: A comparative analysis of new initiatives in Australia and Canada

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School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.

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  • Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users with museum digital content: A comparative analysis of new initiatives in Australia and Canada

    1. 1. Building digital distribution systems for school-based users of museum content New initiatives in Australia and Canada <ul><li>Darren Peacock, University of South Australia, Australia </li></ul><ul><li>Stuart Tait, The Le@rning Federation, Australia </li></ul><ul><li>Corey Timpson, Canadian Heritage Information Network, Canada </li></ul>
    2. 2. Overview <ul><li>1. Key concepts and issues </li></ul><ul><ul><li>Disruptive technologies </li></ul></ul><ul><ul><li>Digital distribution systems </li></ul></ul><ul><ul><li>Business models </li></ul></ul><ul><ul><li>Why schools matter </li></ul></ul><ul><li>2. Two Case Studies: From Australia and Canada </li></ul><ul><li>3. Lessons and implications for museums </li></ul>
    3. 4. Why schools matter: School-aged population as percentage of total 17%
    4. 5. School aged population as percentage of total plus their teachers… 18% 18%
    5. 6. School aged population as percentage of total plus their teachers, parents and carers…. 35%
    6. 7. Proportion of online content accessed from Australian cultural institutions in schools - 2005 2%
    7. 8. Photo by caribb (flickr) Photo courtesy of caribb (flickr)
    8. 12. The Le@rning Federation <ul><li>Australian governments and New Zealand government funded initiative to: </li></ul><ul><li>Procure digital curriculum resources for schools </li></ul><ul><li>Develop common standards and specifications </li></ul><ul><li>Support the local multimedia industry and cultural and public organisations </li></ul><ul><li>Distribute resources to states and territories for school access </li></ul><ul><li>Managed by Curriculum Corporation </li></ul><ul><li>2001 – 2009 and beyond </li></ul>
    9. 13. Diverse supply <ul><li>Wholesale QA services and distribution : </li></ul><ul><ul><li>technical </li></ul></ul><ul><ul><li>metadata </li></ul></ul><ul><ul><li>intellectual property </li></ul></ul><ul><ul><li>educational soundness </li></ul></ul>Delivery
    10. 14. Collections sector collaborations <ul><ul><li>National Film and Sound Archive of Australia </li></ul></ul><ul><ul><li>National Library of Australia </li></ul></ul><ul><ul><li>National Archive of Australia </li></ul></ul><ul><ul><li>South Australian Art Gallery </li></ul></ul><ul><ul><li>South Australian History Trust </li></ul></ul><ul><ul><li>CSIRO entomology </li></ul></ul><ul><ul><li>CSIRO publishing </li></ul></ul><ul><ul><li>John Curtin Prime Ministerial Library </li></ul></ul><ul><ul><li>National Trust of Western Australia </li></ul></ul><ul><ul><li>State Library of Queensland </li></ul></ul><ul><ul><li>Picture Australia </li></ul></ul><ul><ul><li>Australian Association of Mathematics Teachers </li></ul></ul><ul><ul><li>Te Papa National Museum of New Zealand </li></ul></ul><ul><ul><li>Australian Film Commission </li></ul></ul><ul><ul><li>Film Australia </li></ul></ul><ul><ul><li>National Gallery of Australia </li></ul></ul><ul><ul><li>Australian Children’s Television Foundation </li></ul></ul><ul><ul><li>Powerhouse museum </li></ul></ul><ul><ul><li>Museum Victoria </li></ul></ul><ul><ul><li>Australian Museum </li></ul></ul><ul><ul><li>Australian War Memorial </li></ul></ul><ul><ul><li>National Museum of Australia </li></ul></ul><ul><ul><li>Scitech </li></ul></ul><ul><ul><li>North Territory Library </li></ul></ul><ul><ul><li>Express media </li></ul></ul>
    11. 15. Key questions <ul><li>How do we make digital content relevant to teaching and learning? </li></ul><ul><li>How to make digital content supply from museums more sustainable? </li></ul><ul><li>Can web 2.0 tools enhance the educational value of digital content? </li></ul><ul><li>How do web 2.0 tools impact on pedagogy? </li></ul><ul><li>Does teaching and learning improve with digital content and new tools? </li></ul>
    12. 16. English teachers topics <ul><li>Advertising </li></ul><ul><li>Ballads in Year 9 </li></ul><ul><li>Heroic endeavours and relationships </li></ul><ul><li>Hitting the refresh button </li></ul><ul><li>How do we use language to persuade? </li></ul><ul><li>The Me Generation </li></ul><ul><li>Ned Kelly </li></ul><ul><li>Ordinary people can be extraordinary </li></ul><ul><li>Poets paint words </li></ul><ul><li>The power of protest </li></ul><ul><li>Public speaking </li></ul><ul><li>Representation of women in magazines last century </li></ul><ul><li>Representations of gender construction in contemporary media </li></ul><ul><li>Writing prompts </li></ul>
    13. 17. Museum & Education digital content pilot <ul><li>collaboration between museums and schools education sector </li></ul><ul><li>Museum Victoria, National Museum of Australia, Powerhouse Museum </li></ul><ul><li>The Le@rning Federation, managed by Curriculum Corporation </li></ul><ul><li>Victorian Department of Education and Early Childhood Development, South Australian Department of Education and Children’s Services </li></ul><ul><li>education reference group </li></ul><ul><li>trial schools in South Australia and Victoria </li></ul>
    14. 18. Metadata feeds <ul><li>Shared QA responsibility </li></ul><ul><ul><li>technical </li></ul></ul><ul><ul><li>metadata </li></ul></ul><ul><ul><li>intellectual property </li></ul></ul><ul><ul><li>educational soundness </li></ul></ul>Collaborative workspace
    15. 19. Collections sector collaborations <ul><li>jj </li></ul>
    16. 20. Initial findings <ul><li>Museums </li></ul><ul><li>Streamline digitisation process </li></ul><ul><li>Information management </li></ul><ul><ul><li>Consider the audience perspective </li></ul></ul><ul><ul><li>Quantity vs quality? </li></ul></ul><ul><li>Discussion over standards </li></ul><ul><li>Change management – education is not an after thought </li></ul><ul><li>What is curriculum relevance? </li></ul>
    17. 21. Initial findings <ul><li>Education perspective </li></ul><ul><li>Students highly engaged </li></ul><ul><ul><li>Boys like to chat </li></ul></ul><ul><ul><li>Girls liked the wiki and comments </li></ul></ul><ul><ul><li>Multi screens are not an issue </li></ul></ul><ul><ul><li>Like to upload there own content </li></ul></ul>
    18. 22. Initial findings <ul><li>Education perspective </li></ul><ul><li>Teachers need support </li></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Sample learning paths and collaborative activities </li></ul></ul><ul><ul><li>Disaggregation is important </li></ul></ul><ul><ul><li>Good teachers create good lessons Bad teachers …………. </li></ul></ul>
    19. 23. Power in consistency <ul><li>metadata – information about the item </li></ul><ul><li>keywords – controlled language using ScOT – relationships and clusters of items </li></ul><ul><li>spatial – geographic information </li></ul><ul><li>temporal - dates </li></ul><ul><li>educational value – relevance to teaching and learning </li></ul><ul><li>formats – flexible, consistent and accessible </li></ul>
    20. 24. Report on the pilot <ul><li>available in June </li></ul><ul><li>www.thelearningfederation.edu.au </li></ul><ul><li>Scootle to include new collaboration tools by May 2009 </li></ul>
    21. 25. Virtual Museum of Canada <ul><li>Canadian Heritage Information Network (CHIN) </li></ul><ul><li>SEO Dept. of Canadian Heritage, Government of Canada </li></ul><ul><li>Network of 1300 museums </li></ul><ul><li>CHIN’s Professional Exchange </li></ul><ul><li>Reference Resources </li></ul><ul><li>Standards </li></ul><ul><li>Tip Sheets </li></ul><ul><li>Online Courses </li></ul><ul><li>Communities of Practice </li></ul><ul><li>Interviews with experts (pod/vodcasts) </li></ul><ul><li>VMC Investment Program </li></ul><ul><li>A call for investment – competitive process that preserves, digitizes, disseminates, exposes, and builds capacity </li></ul><ul><li>Virtual Museum of Canada (VMC) </li></ul><ul><li>400+ virtual exhibits </li></ul><ul><li>600000+ digital artefacts </li></ul><ul><li>online guide to 2600 museums & events </li></ul><ul><li>150+ interactive games </li></ul><ul><li>280+ learning resources </li></ul><ul><li>12 million + visits annually </li></ul>
    22. 26. Context <ul><li>Feedback analysis found that a significant number of visitors were from educational institutions with specific learning-based needs. </li></ul><ul><ul><li>- teachers searching for content and structured lessons </li></ul></ul><ul><ul><li>- students completing homework </li></ul></ul><ul><ul><li>Evolving user behaviors and user expectations dictated that the next generation of VMC (or VMC products) would have to actively involve the user. </li></ul></ul><ul><ul><li>The VMC’s current learning centre (called the VMC Teachers’ Centre) is very passive and involves no user participation. </li></ul></ul><ul><ul><li>In support of CHIN’s mandate, we could further promote the use of Canada’s digital heritage content through a more active and direct discourse with students and teachers. </li></ul></ul>
    23. 27. Pre-Agora <ul><li>1998 – Learning With Museums </li></ul><ul><ul><li>educational museum content </li></ul></ul><ul><ul><li>lesson plans </li></ul></ul><ul><li>2005 – Massive Change in Action </li></ul><ul><ul><li>learning resources </li></ul></ul><ul><ul><li>virtual vs physical </li></ul></ul><ul><li>2006 – Museum Created Learning Objects </li></ul><ul><ul><li>virtual exhibits </li></ul></ul><ul><ul><li>learning objectives </li></ul></ul>http://www.massivechangeinaction.virtualmuseum.ca
    24. 28. The Agora Research Project <ul><li>Fundamentals of the Agora concept </li></ul><ul><ul><li>testing </li></ul></ul><ul><ul><ul><li>advisory boards, concept, paper, usability, technical, focus group, acceptance, in-class </li></ul></ul></ul><ul><ul><li>constructivism </li></ul></ul><ul><ul><ul><li>Learning by doing </li></ul></ul></ul><ul><ul><ul><li>Collaboration & participation </li></ul></ul></ul><ul><ul><li>learning objects </li></ul></ul><ul><ul><ul><li>Stand alone entities that can be coupled and decoupled in multiple ways to create various learning scenarios (+ objectives) </li></ul></ul></ul><ul><ul><li>standards </li></ul></ul><ul><ul><ul><li>GCED metadata, SCORM </li></ul></ul></ul><ul><ul><ul><li>GOC language </li></ul></ul></ul><ul><ul><ul><li>W3C accessibility </li></ul></ul></ul>http://www.virtualmuseum.ca/edu Teachers’ Centre
    25. 29. Learning Objects <ul><li>We developed the “Learning Object Input Tool” </li></ul><ul><li>- keep content modular </li></ul><ul><li>- enforce standards (metadata, file formats/sizes/dimensions, content structure) </li></ul><ul><li>- facilitate maintenance </li></ul><ul><li>- promote usability </li></ul><ul><li>- scalability </li></ul><ul><li>Content Structure </li></ul><ul><li>Metadata at each level </li></ul><ul><li>► Learning Object Collections </li></ul><ul><li>► Learning Objects </li></ul><ul><li>► Media Files </li></ul><ul><li>► Learning Objectives </li></ul>
    26. 30. Content Aggregator <ul><li>The heart of Agora is the museum contributed content. As such, the most important and challenging function to design and develop was the content aggregator. </li></ul><ul><li>retrieval of bookmarked content </li></ul><ul><li>upload of user generated content </li></ul><ul><li>ordering and reordering of content </li></ul><ul><li>preview of compositions </li></ul><ul><li>editing </li></ul><ul><li>publication to class, public or kept private </li></ul>http://www.virtualmuseum.ca/edu Teachers’ Centre
    27. 31. VMC Teachers’ Centre – Functionality <ul><li>Teachers’ Centre does not require login and account creation in order to access and view content. </li></ul><ul><li>All participative functionalities reside within the Studio (classroom). </li></ul><ul><li>Functions of the Studio (Classroom) </li></ul><ul><ul><li>Bookmarking </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Classroom Wiki </li></ul></ul><ul><ul><li>Messaging System </li></ul></ul><ul><ul><li>Classroom Creation Tool </li></ul></ul><ul><ul><li>Content Personalization </li></ul></ul>
    28. 32. VMC Teachers’ Centre – Issues <ul><li>Copyright and IP </li></ul><ul><ul><li>Museum references & copyright </li></ul></ul><ul><ul><li>Visual treatments </li></ul></ul><ul><li>Privacy </li></ul><ul><ul><li>Restrictions on information collection (minors) </li></ul></ul><ul><ul><li>Registration scenario </li></ul></ul><ul><li>User Created Content </li></ul><ul><ul><li>Moderation </li></ul></ul><ul><ul><li>policy </li></ul></ul><ul><li>Nomenclature </li></ul><ul><ul><li>Very Different audiences </li></ul></ul><ul><li>= Phased Approach </li></ul><ul><li>= more and more and more testing more and more building </li></ul>!
    29. 33. VMC Teachers’ Centre – Current State of Affairs <ul><li>We completed 1 year of </li></ul><ul><li>in-class testing </li></ul><ul><li>demos at conferences </li></ul><ul><li>workshops </li></ul><ul><li>webinars </li></ul><ul><li>heuristic evaluations </li></ul><ul><li>Data was compiled and vetted and a priority list established. </li></ul><ul><li>May 2009 is the launch of the new Virtual Museum of Canada which will include the VMC Teachers’ Centre. </li></ul><ul><li>Agora branding has been dropped while usability issues have been addressed. </li></ul><ul><li>Creating Learning Objects is now a criteria of the VMC Investment Program. </li></ul><ul><li>CHIN is ready for the planning phase of the next generation of the VMC Teachers’ Centre building upon all that we have learned through the Agora research project. </li></ul>
    30. 34. Conclusion <ul><li>Integrated and efficient digital supply chains for museum schools content are viable; </li></ul><ul><li>The needs of educational users of museum content are highly diverse; </li></ul><ul><li>Effective teaching and learning requires the capacity of teachers and students to create and engage with the content; </li></ul><ul><li>Agreed standards for content design and interoperability are critical; </li></ul><ul><li>Cross sectoral partnerships are necessary to stimulate change. </li></ul>
    31. 35. Contacts <ul><li>[email_address] </li></ul><ul><li>800.520.2446 </li></ul><ul><li>www.virtualmuseum.ca </li></ul><ul><li>www.chin.gc.ca </li></ul><ul><li>[email_address] </li></ul><ul><li>www.thelearningfederation.edu.au </li></ul><ul><li>[email_address] </li></ul>

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