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Ego-trap
Ego-trap
Ego-trap
Ego-trap
Ego-trap
Ego-trap
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Ego-trap
Ego-trap
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Ego-trap

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Anne Karl Hojland talks about the Ego-Trap project: "How to extend the learning experience within museums by means of a digital narrative"

Anne Karl Hojland talks about the Ego-Trap project: "How to extend the learning experience within museums by means of a digital narrative"

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  • 1. EGO-TRAP – you have no idea…<br />How to extend the learning experience within museums by means of a digital narrative<br />UK Museums on the Web 2009<br />The V & A, London, December 2nd 2009<br />Anne Kahr-Højland<br />DREAM<br />Danish Research Centre on Education and Advanced Media Materials<br />University of Southern Denmark & The Experimentarium<br />akh@dream.dk<br />
  • 2. - you have no idea…<br />
  • 3. EGO-TRAP: What is it?<br />A digital narrative at the Experimentarium. The visitors are guided by means of their mobile phones through the exhibition hall at the science centre <br />Three levels and two narrative layers<br />1. A personal test; what kind of human being am I?<br />2. Cooperation – and: the arousing of a suspicion (the meta narrative)<br />3. Insight/confrontation: who is really behind the personal test?<br />Augmented Reality: a digital narrative or game play which is determined by the physical setting<br />Target group: students from upper secondary schools<br />
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  • 10. EGO-TRAP: Why?<br />Overall objectives:<br />to stimulate young people’s interest in science<br />to improve the learning setting at the Experimentarium by prompting reflective processes<br />
  • 11. Reflective processes are (thought to be) prompted by…<br />Predictions & Evaluations<br />Narrative structure:<br /> establishing a meaningful context (Mandler, 1984; Bruner, 1990;) and supporting meta reflection (Labov, 1972)<br />Dialogue with others (socio-cultural learning, Wenger, 1998)<br />
  • 12. Insights gained from the data analysis<br />The visitors are very engaged in the experience in EGO-TRAP<br />They remember exhibits and results at a high level of details <br />The test narrative works as a well-functioning exhibition guide<br />
  • 13. Content matters<br />The users are more occupied with the test than with the rat<br />The young people&apos;s strong commitment to the personal test happens at the expense of their engagement in the meta-narrative, which was planned so as to support critical thinking through social learning processes. <br />The positivistic-oriented personality test tends to derail the students from the important aim of critical reflection<br />
  • 14. Thank you <br /> Anne Kahr-Højland,<br />akh@dream.dk<br />

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