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Moving from Downloads to Uploads:
Towards an understanding of the curricular implications of access
to large scale digitiz...
“All animals download,
but only a few upload
anything besides
shit and their
own bodies.”
“All animals download,
but only a few upload
anything besides
shit and their
own bodies.”
“Understanding and consuming
cul...
“All animals download, but only a few
upload anything besides shit and their
own bodies.”
“Understanding and consuming
cul...
So, Why Should I Care About Teachers?
Source: https://learninglab.si.edu/resources/view/142928
The Modern Museum As
Educational Institution
So far it has been assumed that the
students will go to the museum. This is
to a great extent desirable, for they should
b...
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial M...
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial M...
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial M...
… the materials in the lending
collections are functioning,
educationally, to better advantage
than do many of the class t...
Research on Teacher Use
of Digital Museum Resources
Council of Australasian Museum
Directors: Museum and education
digital content exchange
Research on teacher use of digital...
Council of Australasian Museum
Directors: Museum and education
digital content exchange
1. Adopt a standardized way of des...
Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
Research on teacher use of digital
museu...
Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
1. Put lesson plans in downloadable/cust...
Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
Recommendations for the artwork content ...
Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and studen...
Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and studen...
Smithsonian Digital Learning
Resources Project
Research on teacher use of digital
museum resources
Smithsonian Digital Learning
Resources Project
1. Improve search with tools like autocomplete/spelling assist
2. Provide s...
Teachers As Instructional Designers
Teachers as Designers of Technology
Enhanced Learning
Teachers As Instructional Designers
Teachers as Designers of Technology
Enhanced Learning
Enactors: teachers discover and use ready-made or ready-to-
teach re...
McKenney Ecological Framework
Teachers As Instructional Designers
McKenney Ecological Framework
What fundamental knowledge is required
Why certain things should be developed and
implemente...
Integration of Technology, Pedagogy,
and Content Knowledge
Integration of Technology, Pedagogy,
and Content Knowledge
Technological Pedagogical Content Knowledge (TPACK) framework. Reproduced by permission of the publisher, © 2012 by tpack....
So, Why Should I Care About Teachers?
So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, exper...
So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, exper...
Instrument Development:
Smithsonian Learning Lab
Instrument Development:
Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy
2. Knowle...
Instrument Development:
Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy
(using th...
learninglab.si.edu
learninglab.si.edu
High vs. Low Self-efficacy:
High vs. Low Self-efficacy:
High: Users can take advantage of more
complex tools/platforms, so institutional
efforts could...
High vs. Low Self-efficacy:
Low: Users may need additional assistance
and PD in using these resources as well as
accessibl...
Museums hold in trust an endless supply
of ideas, visions, and human mysteries to
be unlocked for audiences of all kinds.
...
Thank You
Paper / Survey Instrument
s.si.edu/MWXX
Also
I have stickers
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitize...
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Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators

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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.

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Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators

  1. 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
  2. 2. “All animals download, but only a few upload anything besides shit and their own bodies.”
  3. 3. “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.”
  4. 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.” “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.”
  5. 5. So, Why Should I Care About Teachers?
  6. 6. Source: https://learninglab.si.edu/resources/view/142928
  7. 7. The Modern Museum As Educational Institution
  8. 8. 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)
  9. 9. 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/
  10. 10. 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/
  11. 11. 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/
  12. 12. … 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)
  13. 13. Research on Teacher Use of Digital Museum Resources
  14. 14. Council of Australasian Museum Directors: Museum and education digital content exchange Research on teacher use of digital museum resources
  15. 15. 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
  16. 16. Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachers Research on teacher use of digital museum resources
  17. 17. 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)
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. Smithsonian Digital Learning Resources Project Research on teacher use of digital museum resources
  22. 22. 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
  23. 23. Teachers As Instructional Designers
  24. 24. Teachers as Designers of Technology Enhanced Learning Teachers As Instructional Designers
  25. 25. 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
  26. 26. McKenney Ecological Framework Teachers As Instructional Designers
  27. 27. 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
  28. 28. Integration of Technology, Pedagogy, and Content Knowledge
  29. 29. Integration of Technology, Pedagogy, and Content Knowledge
  30. 30. Technological Pedagogical Content Knowledge (TPACK) framework. Reproduced by permission of the publisher, © 2012 by tpack.org.
  31. 31. So, Why Should I Care About Teachers?
  32. 32. 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?
  33. 33. 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?
  34. 34. Instrument Development: Smithsonian Learning Lab
  35. 35. 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
  36. 36. 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)
  37. 37. learninglab.si.edu
  38. 38. learninglab.si.edu
  39. 39. High vs. Low Self-efficacy:
  40. 40. 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)
  41. 41. 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.
  42. 42. 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)
  43. 43. Thank You Paper / Survey Instrument s.si.edu/MWXX Also I have stickers

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