Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/ The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.

1. Moving from Downloads to Uploads:
Towards an understanding of the curricular implications of access
to large scale digitized museum collections on the professional
practice of K–12 classroom educators
Museums and the Web 2016
Thursday, April 7, 2016
Paper: s.si.edu/MWXX
Darren Milligan
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
milligand@si.edu / @darrenmilligan / #MWXX

3. “All animals download,
but only a few upload
anything besides
shit and their
own bodies.”

4. “All animals download,
but only a few upload
anything besides
shit and their
own bodies.”
“Understanding and consuming
culture requires great skill
(ask anyone who has taught
a child to read), but failing to
move beyond downloading
is to strip oneself of a defining
constituent of humanity.”

5. “All animals download, but only a few
upload anything besides shit and their
own bodies.”
“Understanding and consuming
culture requires great skill
(ask anyone who has taught
a child to read), but failing to
move beyond downloading
is to strip oneself of a defining
constituent of humanity.”
“Let us not forget that the word
culture derives from the same
root as the words cultivation
and agriculture, so to speak of the
culture machine as growing and
evolving through encouraging
uploading is no oxymoron.”

6. So, Why Should I Care About Teachers?

12. Source: https://learninglab.si.edu/resources/view/142928

15. The Modern Museum As
Educational Institution

16. So far it has been assumed that the
students will go to the museum. This is
to a great extent desirable, for they should
become familiar with the interior of this
building as early as possible, but some of
the material would be of more practical
use if it could be handled in the school
class room.
(Farnum, 1919, p. 195)

17. Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license;
https://www.flickr.com/photos/phillyseaport/4423913822/

18. Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license;
https://www.flickr.com/photos/phillyseaport/4423913822/

19. Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license;
https://www.flickr.com/photos/phillyseaport/4423913822/

20. … the materials in the lending
collections are functioning,
educationally, to better advantage
than do many of the class trips to
museums simply because the
teacher receives her material
when she needs it and when it
fits into the work being done.
(Peters, as quoted in Wolfrom, 2010)

21. Research on Teacher Use
of Digital Museum Resources

22. Council of Australasian Museum
Directors: Museum and education
digital content exchange
Research on teacher use of digital
museum resources

23. Council of Australasian Museum
Directors: Museum and education
digital content exchange
1. Adopt a standardized way of describing digital based upon a
museum standard
2. Provide open and consistent licenses for educational purposes
3. Encourage collaborative online environments that enable
customization
4. Offer support and models of effective educational use of
museum digital collections

24. Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
Research on teacher use of digital
museum resources

25. Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
1. Put lesson plans in downloadable/customizable formats (match
format to actual classroom usage: PowerPoint for high school,
illustrated workbooks for lower grades)
2. Expand target audiences to include PreK–3
3. Create new lessons in topics closely aligned to teacher needs,
including those with a cross-disciplinary focus (e.g., using art
to teach math)

26. Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
Recommendations for the artwork content include:
1. Add information on the artist, time periods, and genres in
which the work was created
2. Include information written with teachers in mind
3. Provide flexible image viewing opportunities, including for
download at print size

27. Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and students”
Research on teacher use of digital
museum resources

28. Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and students”
1. Develop curated primary source sets
2. Build a network of teachers to create and review sets
3. Offer users tools to curate their own sets
4. Support a community of practice through education outreach,
regular meetings, and networking opportunities

29. Smithsonian Digital Learning
Resources Project
Research on teacher use of digital
museum resources

30. Smithsonian Digital Learning
Resources Project
1. Improve search with tools like autocomplete/spelling assist
2. Provide scannable grade-level and subject information
3. Offer resources from a wide variety of sources
4. Publish educational resources that are interdisciplinary and/or
multidisciplinary, connected to students’ interests, aligned to
teaching standards, adaptable, and downloadable
5. Build platforms that contain tools for student interaction with
the resources, a wide variety of sharing options, and the ability
to save and structure resources for later review/use

31. Teachers As Instructional Designers

32. Teachers as Designers of Technology
Enhanced Learning
Teachers As Instructional Designers

33. Teachers as Designers of Technology
Enhanced Learning
Enactors: teachers discover and use ready-made or ready-to-
teach resources, making small adjustments only after students
have responded.
Re-designers: teachers pre-adapt existing materials beyond
simple reactive tweaks
Co-designers: teachers work collaboratively to develop
completely novel learning activities

34. McKenney Ecological Framework
Teachers As Instructional Designers

35. McKenney Ecological Framework
What fundamental knowledge is required
Why certain things should be developed and
implemented
How to develop and implement them
When to act or implement tools and techniques
Whom to consult for optimal design and implementation
Where the design should be implemented

36. Integration of Technology, Pedagogy,
and Content Knowledge

37. Integration of Technology, Pedagogy,
and Content Knowledge

38. Technological Pedagogical Content Knowledge (TPACK) framework. Reproduced by permission of the publisher, © 2012 by tpack.org.

39. So, Why Should I Care About Teachers?

40. So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, experience, and
abilities to make use of what I offer?

41. So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, experience, and
abilities to make use of what I offer?
Could I use this understanding
to impact my practice?

42. Instrument Development:
Smithsonian Learning Lab

43. Instrument Development:
Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy
2. Knowledge and self-efficacy in design practices
3. Depth and frequency of the use of digital and digitized resources
for instruction

44. Instrument Development:
Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy
(using the TPCK-Web Self Efficacy Framework)
2. Knowledge and self-efficacy in design practices
(using the McKenney Ecological Framework and the Cviko,
McKenney, and Voogt user roles)
3. Depth and frequency of the use of digital and digitized resources
for instruction
(using the TIDSR Survey on the Use of Digitised Resources)

49. learninglab.si.edu

62. learninglab.si.edu

65. High vs. Low Self-efficacy:

66. High vs. Low Self-efficacy:
High: Users can take advantage of more
complex tools/platforms, so institutional
efforts could focus on improving quantity,
quality, variety, and accessibility of digital
museum resources, than on developing
applications of these resources
(i.e. lesson plans)

67. High vs. Low Self-efficacy:
Low: Users may need additional assistance
and PD in using these resources as well as
accessible best practices from museum
educators on using them within the
classroom.

68. Museums hold in trust an endless supply
of ideas, visions, and human mysteries to
be unlocked for audiences of all kinds.
It may be true that none of the museum’s several
audiences is more frustrating or more difficult,
but it is also clear that none is more important
than teachers, none more worthy of all the energy,
imagination, and intelligence the
museum can command.
(Newsom & Silver, 1978, p. 470)

69. Thank You
Paper / Survey Instrument
s.si.edu/MWXX
Also
I have stickers