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Evaluation My Art Space mLearn 2007- Oct 2007
 

Evaluation My Art Space mLearn 2007- Oct 2007

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    Evaluation My Art Space mLearn 2007- Oct 2007 Evaluation My Art Space mLearn 2007- Oct 2007 Presentation Transcript

    • An Evaluation of MyArtSpace: a Mobile Learning Service for School Museum Trips Mike Sharples LSRI, University of Nottingham Peter Lonsdale LSRI, University of Nottingham Julia Meek Lifecycle Paul Rudman Department of Computing, Oxford Brookes University Giasemi Vavoula Department of Museum Studies, University of Leicester
    • School Museum Visits
      • Should guide students towards development and contrasting of their own ideas (Guisasola et al. , 2005)
        • But how to guide students while allowing them to engage with authentic artefacts and discover their own responses to the exhibits?
      • Should connect with learning in the classroom (Guisasola et al. , 2005)
        • But how to recall and continue the rich experience of the museum visit back in the classroom?
    • MyArtSpace
      • Service on mobile phones for enquiry-led museum learning
      • Learning through structured enquiry, exploration, connection
      • Students create their own interpretation of a museum visit which they explore back in the classroom
    • MyArtSpace
      • Combines
        • physical space (museum, classroom)
        • virtual space (online store and gallery)
        • personal space (mobile phones)
      • Museum test sites
        • Urbis (Manchester)
        • The D-Day Museum (Portsmouth)
        • The Study Gallery of Modern Art (Poole)
      • About 3000 children during 2006
    • How it works
      • In class before the visit, the teacher sets an inquiry topic
      • At the museum, children are loaned multimedia phones
      • Exhibits in the museum have 2-letter codes printed by them
      • Children can use the phone to
        • Type the code to ‘collect’ an object and see a presentation about it
        • Record sounds
        • Take photos
        • Make notes
        • See who else has ‘collected’ the object
      • All the information collected or created is sent automatically to a personal website showing a list of the items
      • The website provides a record of the child’s interpretation of the visit
      • In class after the visit, the children share the collected and recorded items and make them into presentations
    •  
    • Lifecycle evaluation
      • Micro level: Usability issues
        • technology usability
        • individual and group activities
      • Meso level: Educational Issues
        • learning experience as a whole
        • classroom-museum-home continuity
        • critical incidents: learning breakthroughs and breakdowns
      • Macro level: Organisational Issues
        • effect on the educational practice for school museum visits
        • emergence of new practices
        • take-up and sustainability
    • Evaluation At each level
      • Step 1 – what was supposed to happen
        • pre-interviews with stakeholders (teachers, students, museum educators),
        • documents provided to support the visits
      • Step 2 – what actually happened
        • observer logs
        • post-focus groups
        • analysis of video diaries
      • Step 3 – differences between 1 & 2
        • reflective interviews with stakeholders
        • critical incident analysis
    • Summary of results
      • The technology worked
        • Photos, information on exhibits, notes, automatic sending to website
      • Minor usability problems
      • Students liked the ‘cool’ technology
      • Students enjoyed the experience more than their previous museum visit
      • The students indicated that the phones made the visit more interactive
      • Teachers were pleased that students engaged with the inquiry learning task
    • Usability Issues
      • Appropriate form factor
        • Device is a mobile phone, not a typical handheld museum guide
      • Collecting and creating items was an easy and natural process
      • Mobile phone connection
      • Text annotations
      • Integration of website with commercial software, e.g. PowerPoint
    • Educational Issues
      • Supports curriculum topics in literacy and media studies
      • Encourages meaningful and enjoyable pre- and post-visit lessons
      • Encourages children to make active choices in what is normally a passive experience
      • Teacher preparation
        • Need for teacher to understand the experience and run an appropriate pre-visit lesson
      • Where to impose constraints
        • Structure and restrict the collecting activity, or learn from organising the material back in the classroom
      • Support for collaborative learning
        • “ X has also collected” wasn’t successful
    • Organistional issues
      • Museum appeal
        • attracting secondary schools to the museum
      • Student engagement
        • Students spent longer on a MAS visit (90 mins compared to 20 mins)
      • Museum accessibility
        • Ability to engage with museum content after the visit
      • Problems of museum staff engagement
        • Burden on museum staff
      • Business model
        • Maintenance of phones
        • Data charges
        • Competition with other museum media
    • Future
      • Multimedia company The SEA has developed a commercial service, OOKL
      • Deployed at Kew Gardens, London
    • Partners
      • Department of Culture, Media and Sport
      • The SEA – software development
      • University of Birmingham
      • University of Nottingham
      • Urbis,Manchester
      • Study Gallery, Poole
      • D-Day Museum, Portsmouth