Mobile Museums


Published on

presentation about mobile museums, opportunities for new interactions

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • I have provided notes so that when reviewing this presentation, you can follow the links that I mention and their position within my argument. For more information or explanation, please contact me at aim of this brief presentation is to demonstrate that their is currently a changing paradigm in the provision of, and expectation in, education in the UK. This changing paradigm presents new opportunities for holistic services and for the organisations and companies that provide them.There is an appetite at policy level and in practice for this new paradigm which is supported through financial and social investment: in infrastructure, products and services and in new approaches to learning and teaching.I hope this brief presentation can outline some of the policy documents, national initiatives, local initiatives and practices, as well as some of Futurelab’s own work to demonstrate this change in educational expectation and provision. I don’t intend to labour Futurelab’s experiences in mobile learning (more information can be found at but I would be happy to discuss our work in further detail.
  • 2 questions to have in the back of your minds during the presentations...What is your interest and what are you trying to do?
  • Theoretically and empirically, there are many reasons that mobile learning has become of major interest to educationalists, learners and policy makers. Throughout this presentation I hope to provide evidence of this interest, and indeed of this new paradigm, demonstrating the opportunities for new involvement and investment in this area.However, before I do, to highlight a key distinction that is often blurred within the ‘mlearn’ community. I am talking today about mobile learning, not simply learning with mobile technologies. Although there is, of course, huge overlap between the two, my focus here is upon supporting a mobile learner to interact with experts and information; to become involved in tasks, conversations and social activity, across different temporal, spacial and domain contexts. The focus then is upon the person/group – not upon the mobile technology. For Nokia’s point of view then, the focus is upon services to support learners that cross (for example) home/school boundaries, accessible through personal (and shared) technologies.
  • Mainstream education is moving away from the Victorian/Fordist model of education. It is not easy – educational change is complex – but it is beginning to take shape. The key descriptors laid out in this slide describe a learning context that is about providing services and offerings around the need of the learner; that build on their interests, out of school learning and experiences, and that support not just classroom activities, but family learning and linking with the community. This is supported by well applied technologies that support new learning networks and access to tools, support and expertise where and when the learner requires it.Particularly at KS3 (and more so at KS2) – new opportunities within the school curricula to work in partnership with other learning organisations, such as museums, galleries. Now is the time to think about what new services you can offer that will enable stronger partnerships with schools as they are looking for these opportunities.
  • To help describe these terms, some references have been inserted within the text. PersonalisationBuilding services around the need of the learner – content, support, time, place, tools etc. How can learning experiences be tailored to suit the needs of the learnerLearner Voice2008 Harnessing Technology 2 Strategy advocates a ‘learner driven’ education strategy in the use of ICT; but wider than the use of ICT, this is listening and acting upon the voice of learners in a negotiated curriculum – to lead towards greater personalisation.Use of new technologiesSupporting the above goals and appropriately applying technology to realise the sorts of activities highlighted above.10% of Build Schools for the Future funding is for ICT (about £1450 per pupil) – also investment in primary school rebuilds (Primary Capital Projects)Molenet funding - £10m over 2 years just for mobile technologies within HE (new partnerships and networks etc)New school Infrastructure£14bn spent on renewing, rebuilding schools and their infrastructure. Early builds were criticised for renewing existing practices and traditions, but more recently more focus has been spent upon visioning, of understanding new educational challenges and building for this new approach for the provision of education.
  • DFES to DSCF – in name and focusFunding for home access broadband (parental choice of device)Becta responsibility for family learningInvestigating into the Future of Lifelong Learning (NIACE – National Institute for Adult Continued Education)Particularly change in delivery model of learning. Not using mobile devices as ‘third screen’ to deliver educational content, but enabling the learner to access the data, information and knowledge that they want, when they want.Not teacher controlled content, but learner accessible devicesThere is still a core entitlement. There are still assessment goals. There is still a role for domain expertise and subject knowledge – but there is more emphasis upon the learner’s rights, expectations and voice.
  • Links to useful resources
  • A whole range of Futurelab projects that have investigated the nature of mobile learning, the opportunities and challenges it presents – set within this new educational
  • Enquiring Minds is an approach to teaching and learning, developed by Futurelab- funded by Microsoft, that takes students’ ideas, interests and experiences as its starting point, and provides them with more responsibility for the direction and content of their learning. Negotiated curriculum. Involves family, community services, community spaces and requires a whole new type of expertise from the teacher, new resources for the learner and new ways to access and share information, resources and people.Supporting the mobile learner in the school, in the home, in the community etc. It is an example of how a learning service – in this case a curriculum – can be developed around the needs of the learner in a reactive way.Over30 schools have now developed this approach since the research finished in June 2008
  • Providing the tools to support teachers and learners to create mediascapes – media rich augmented experiences of a real location. Moving beyond activities pre-determined centrally, to providing the tools for local authorship and importantly local ownership. The sorts of activities this has been used for: imagining possible futures, creating school tours, investigating things on a macro scale (local history) and micro scale (blood and the human body).Importantly though, this is an authoring tool, a resource bank, a site for sharing and communicating.
  • Working with the Department for Children, Schools and Families – this programme is investigating possible social and technological changes 2025 and beyond, and then to understand the implications for education. It is an example of a greater emphasis upon a systematic investigation of the future and of future need; which in turn (along with other programme of research) is providing the evidence to support the sorts of changes I have detailed in this brief presentation.In order to prepare for this uncertain future then, I would suggest that investment in education – across the lifecourse – will increase in order to ensure there is appropriate preparation for an uncertain future.
  • A short presentation then, and a brief overview into the possibilities of change within formal education at the moment.The main challenges for considering new approaches in mobile learning:A new paradigm – how can museums, galleries work with (and complement schools)To think of enabling learners, rather than providing content
  • Mobile Museums

    1. 1. Mobile and Connected Exploring new interactions for learning Dan Sutch
    2. 2. Questions… • Why are you interested in mobile learning? • What activities/interactions are you trying to foster?
    3. 3. Possibilities and practicalities digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  linking formal and informal  change to student-teacher relationships  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool  accessing family learning 
    4. 4. ‘Pulsating Networks of Learning’ • Pulsating – Mobility = ‘coming together and dispersing’ (Engestrom) • Networks – People (facilitated through technology) from variety of backgrounds, varied/various communities of practice • Learning – Not just networks of learners, but locative/location sensitive technologies can enable the environment to provide relevant, appropriate feedback
    5. 5. Key descriptors of a “changing educational paradigm”: • Personalisation • Learner Voice • Use of new technologies • New school infrastructure • Linking to informal learning • Extended schools • Family Learning • Lifelong learning
    6. 6. Key descriptors of a changing educational paradigm • Personalisation • “We believe that personalising learning and teaching must play a central role in transforming England’s education service [...] between now and 2020.” Gilbert Review, 2007 Key policy documents: Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Gilbert Review (2007). • Learner Voice • “Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.” Article 12, United Nations Convention on the Rights of the Child, 1989 Key policy documents: Children’s Plan (2007); Every Child Matters (2004); United Nations Convention on the Rights of the Child (1989); Young People: Leading Change (2008). • Use of new technologies • “We aim to put learners, young people – and their parents – in the driving seat, shaping the opportunities open to all learners to fit around their particular needs and preferences. In achieving these goals the effective use of interactive technologies is absolutely crucial.” Harnessing Technology Strategy, 2005 Key policy documents: Children’s Plan (2007); Gilbert Review (2007); Harnessing Technology Strategy (2005); Harnessing Technology Strategy: Next generation learning (2008); Leitch Review of Skills (2006). • New school infrastructure • “spaces will need to use technology – both within and outside classrooms – to enhance learning.” Gilbert Review, 2007 Key policy documents: 14-19 education and skills (2005); Children’s plan (2007); Extended schools (2007); Gilbert review (2007); BSF website
    7. 7. Key descriptors of a changing educational paradigm • Links to informal learning • “We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Learning Outside the Classroom Manifesto, 2006 Key policy documents: Extended Schools (2007); Learning Outside the Classroom Manifesto (2006); Shaping the Way Ahead (2008); Youth Matters (2006). • Extending schools • “We have increasingly strong evidence showing the positive impact of extended services on children’s motivation, behaviour and engagement with learning. This is beginning to yield real improvements in attainment, particularly for the most disadvantaged pupils. And families and local communities are benefiting too, through access to a wider range of opportunities which, in turn, raise aspirations.” Extended Schools: Building on Experience, 2007 Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Youth Matters (2006). • Family Learning • “[The new department] will now focus on the significant challenges that remain – raising standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. The new structure will also allow us to respond to new challenges that will affect children and families: demographic and socio-economic change; developing technology; and increasing global competition.” DCSF website, 2007 • Lifelong Learning • “Despite recent progress, the UK has serious social disparities with high levels of child poverty, poor employment rates for the disadvantaged, regional disparities and relatively high income inequality. Improving our skill levels can address all of these problems.” Leitch Review of Skills, 2006 • Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Leitch Review of Skills (2006).
    8. 8. Mobile and Connected Learners within this new context
    9. 9. Centre of a web Enabling learners: • To be at the centre of a web of resources, people and information • To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop Learners being: •More active in choosing appropriate tools to organise and manage social and learning opportunities. Consider: content delivery, information retrieval; where resources are kept and how/where accessed.
    10. 10. Augmenting spaces Enabling learners (through location sensitive technology): • To augment real spaces with virtual worlds Learners: •Experiencing hidden worlds of geography or history •Interacting with real environments whilst investigating creative or abstract information Consider: how tech can change a physical space, without altering the physicality
    11. 11. Mobile presence Enabling learners: •To represent themselves in multiple ways Learners: •Taking on different roles within social and virtual contexts •Showing their own intentions, interests and requirements – beginning new learning conversations Consider: new ways of organising groups, new learning conversations, role of social software.
    12. 12. Capture, MANIPULATE and share Enabling learners: •To capture, manipulate and then publish rich multimedia data Learners: •Capturing experiences in a wide variety of ways •Creatively engaging with data – making it appropriate and personal •Publishing to a wide variety of audiences
    13. 13. Mobile and Connected Resources and Examples
    14. 14. • Literature Reviews – Mobile technologies and Learning – Learning with digital technologies in museums, science centres and galleries • Further Literature – Networked Learning – Social software – • Projects –
    15. 15. Fizzees Savannah Mudlarking in Deptford Mobi Missions Pleasurable Cities New Toons Space Signpost Smart learners, smart places
    16. 16. Enquiring Minds
    17. 17. Mudlarking in Deptford Rethink the formula of a guided tour to develop: A participatory involving and evolving guided tour • Development of a toolkit to allow participants to add to the tour whilst on the tour • Providing information that is location specific • Prompting conversations between learners • Promoting further investigation of the local area
    18. 18. Pleasurable Cities Using mobile phones to enable young people to become engaged in local decision making • Creating link between young people and decision makers through personally-owned technologies • Stickers to leave real-world visual marker of thoughts/views • Real-world hyper tags • QR codes/text messages
    19. 19. Savannah Strategy-based adventure mobile game • Virtual Savannah overlays a real space (school field) • Children ‘play’ at being lions, navigating environments with mobile handheld devices • Link between play space (field) and reflective space (classroom) • Immersed in activity
    20. 20.
    21. 21. Space Signpost Public understanding of Science • Mixture of a kinetic sculpture and multimedia allows learner exploration of contextualised information • Uses learner space as primary reference point to information • Incidental learning • Free resource in a public space: Millennium Square, Bristol
    22. 22. Smart Learners, Smart Places Enhancing museum experiences • Creating a ‘live information space’ • Supporting the learner in engaging with exhibits • Enabling personal ‘curating’ of artefacts • Providing link between pre, post and visit activities • Providing hidden information about exhibits • Speckled computers embedded in environment
    23. 23. The BCH programme is aiming to build a challenging and long term vision for education in the context of socio- technological change 2025 and beyond Long term futures programme intended to • Enhance the ‘futures thinking’ capacity of the UK education system • Inform current strategy, decision making and planning Futurelab running the programme in partnership with DCSF
    24. 24.
    25. 25. Dan Sutch A chance for questions and reflection