Exploring E-Learning for the Samsung Digital Discovery Centre
Upcoming SlideShare
Loading in...5
×
 

Exploring E-Learning for the Samsung Digital Discovery Centre

on

  • 1,955 views

Prepared for members of the Learning & Audiences Team at The British Museum as a way to explore innovative elearning activities for children and teenagers at the Museum's new Samsung Digital Discovery ...

Prepared for members of the Learning & Audiences Team at The British Museum as a way to explore innovative elearning activities for children and teenagers at the Museum's new Samsung Digital Discovery Centre.

Statistics

Views

Total Views
1,955
Views on SlideShare
1,948
Embed Views
7

Actions

Likes
2
Downloads
19
Comments
1

4 Embeds 7

http://www.linkedin.com 4
http://www.slideshare.net 1
https://twitter.com 1
https://www.linkedin.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike LicenseCC Attribution-NonCommercial-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • Some of the links in the presentation are not working properly. You can find the sample VoiceThread tour of Chinese ceramics at http://tr.im/hqLa This simple tour is meant to suggest what student-created projects might be like. Feel free to add your own comments!

    Here are some additional links from the final slide, References:
    - Enquiring Minds Project (http://www.enquiringminds.org.uk)
    - Paper which includes Gillian Wilson's quote (http://www.archimuse.com/mw2004/papers/ wilson/wilson.html)
    - VoiceThread's Education Programme (http://ed.voicethread.com)
    - Learning Styles & Multiple Intelligences from MLA (http://tr.im/hpAI)
    - Bridget McKenzie’s blog: Cultural Interpretation & Creative Education (http://bridgetmckenzie.blogspot.com)
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • They are emphasizing the time and circumstances it takes for memories to consolidate.Personal, Social, Physical contexts for Visitor Experience Model.
  • Aesthetic resonance
  • How she adapted traditional technique of talk-story for contemporary sensibilitiesCommunal, no clear beginning and end, multiple versionsStorytelling with digital tools mirrors these qualities:Collaborate to tell storiesIn hypermedia world, stories have no clear beginning and endDifferent perspectives lead to many versions

Exploring E-Learning for the Samsung Digital Discovery Centre Exploring E-Learning for the Samsung Digital Discovery Centre Presentation Transcript

  • Exploring E-Learning for the Samsung Digital Discovery Centre Shelley Mannion The British Museum shelley.mannion@gmail.com 17th March 2009 Cicada Liu 2006
  • Where I’m from I remember life before the Internet, but my students don’t.
  • Four challenges
  • 1. The Cool factor Image (1910-15) from Flickr Commons Library of Congress B2240715
  • 2. Museum visit life cycle Long-lasting memories and relationships The Museum Experience Maker of Dreams By J. Falk and L. Dierking By Laura Burlton
  • 3. Museum as resource for lifelong learning Image from Flickr Commons. Library of Congress B2267110
  • 4. A different kind of experience [Some] spaces look a lot like the classrooms they Alternative Alice just left. By Laura Burlton From Civilizing the Museum By Elaine Heumann Gurian
  • Alternate Routes: Student created multimedia tours • Full day session • 15-20 secondary (KS3/KS4) students • English, Design & Tech and ICT • Enquiry-based learning model • Multiple perspectives on works of art
  • Works of art have a capacity for multiple readings. Interpretation should make visitors aware of the subjectivity of interpretive texts. From Multimedia Tour Programme at Tate Modern Museums and the Web 2004 By Gillian Wilson
  • Stage One: Initiating & Eliciting • Visual bookmarking with digital cameras • Individual, personal exploration • Learners choose own paths of enquiry • Insights from Lugano, Exploratorium
  • Stage Two: Defining & Responding • Group discussion aided by wall display • Categorise images by overarching themes • Groups of 2-3 reflect shared interests • Decide what objects to include
  • Stage Three: Doing and Making • Return to galleries to collect media assets • Research objects on laptops • Script the tour • Record audio with handheld microphones • Create multimedia tour with VoiceThread
  • • Supports multiple voices • Includes multiple forms of media • Creates publicly accessible, living artefact VoiceThread tour of Chinese gallery at The British Museum
  • Stage Four: Communicating, Presenting, Evaluating • Facilitator creates centralised web page • Students follow tours on mobile PCs • Explore gallery from another perspective • Comment on tours using VoiceThread
  • Learning and technology • Personalised visual exploration with digital cameras • Online research on laptops • Multimedia production on laptops • Collaborative discussion with VoiceThread • Just-in-time learning with mobile PCs
  • Extending the event • Tours available for teacher in the classroom • Tours available for parents and friends • Exceptional tours published on museum website • Other visitors can continue to comment
  • Talking Animals: Adventures in Chinese Storytelling • Full day session • 15-20 primary (KS2) students • English, Art & Design • Child development theory (Yardsticks)
  • Hear the opera...hear the passover …do you want to hear me yodel? Hear the songs we sang against Genghis Khan... Do you want to hear it? From Tripmaster Monkey by Maxine Hong Kingston
  • Step One: Storytelling in China • Talk-story oral tradition • Journey to the West • Videos of master storytellers, adaptations
  • Step Two: Quest for animals • Collect animal objects in gallery with mobile PCs • Sort objects into categories • Photograph favourite animal with digital cameras
  • Step Three: Digital storytelling • Student pairs select a scene featuring their favourite animal • Retell the episode in their own way • Draw, colour and scan a backdrop • Act out and film the scene in front of green/blue screen wall
  • Step Four: Post-processing • Scanned backdrops edited into films • Students decide the order of scenes in final narrative • Students receive DVD of class story to take home
  • Learning and technology • Storytelling videos ignite interest • Real-time feedback on collecting/sorting on mobile PCs • Personalisation through visual bookmarking with digital cameras • Kinaesthetic learning through physical re-enactment and filming • Completed collective story reflects Chinese cultural practice
  • Extending the event • Connections to musical (2008) and television series • DVD allows family and friends to appreciate students’ work • Films could be uploaded to video sharing websites (clips.e2bn.org) • Individual episodes can be remixed to create new stories • Hollywood film adaptation planned for 2010
  • Four potential programmes Pillows and iPods: Everyday Visual-spatial and Objects in China Intrapersonal Techniques, Toys and Logical-Mathematical Gadgets: Building Things from Scratch Dancing on Hairpins and Linguistic and Needles: Lives of Chinese Interpersonal Women Lands of Illusion: Spaces and Naturalist and Places of China Bodily-Kinaesthetic
  • Potentialities • Real-time communication potential of mobile devices and social networks • Leveraging students’ own digital devices • Theatricality of the physical space • Wacom-like tablets for natural interaction • Connecting the Centre with galleries • Connecting museum with classrooms
  • All monkey and cartoon illustrations by Nancy Blume, Asia Society Cicada Liu (Creative Commons) Lisa Bruemmer, Milwaukee Public Museum Holga photographs by Laura Burlton Paul de Jong (Creative Commons) Claire Johnstone, The British Museum Archive photographs from Flickr Bridget McKenzie, Flow Associates Commons, Library of Congress Claudia Schallert, University of Vienna Collection Kris Wetterlund, Sandbox Studios Many thanks
  • References • Enquiry-based learning (www.enquiringminds.org.uk) • Exploratorium study described by Sherry Hsi in Designing for Mobile Visitor Engagement (pages 125-146) in Digital Technologies and the Museum Experience (Tallon and Walker, Eds. 2008) • Multimedia Tour Programme at Tate Modern by Gillian Wilson in Bearman, David and Jennifer Trant (Eds.), Papers, Museums and the Web 2004 • VoiceThread for Education (ed.voicethread.com). Example tour of the Chinese gallery at The British Museum (tr.im/hqLa) • Yardsticks: Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers. Chip Wood. Northeast Foundation for Children, 1997. This presentation is licensed under Creative • Maxine Hong Kingston. The Woman Warrior: Memoirs of a Girlhood Among Commons Attribution- Ghosts Non-Commercial- • Learning Styles and Multiple Intelligences from the Museums, Libraries, Share Alike 2.0 Archives Council (MLA) • Bridget McKenzie’s blog Cultural Interpretation & Creative Education