This session looks to broaden the conversation about how our digital objects (digitized collections and beyond) might be used in ways that museum professionals have never imagined. Much work has been done in the field on the design and impact of museum-based education, as well as how teachers search for and discover digital resources. But, outside our walls, what are they doing with them? By examing a case study of how three different educators (one math teacher, one English teacher, and one early learning teacher) used a single artwork ("Electronic Superhighway," by Korean American artist, Nam June Paik) in their three distinct classrooms, we will discuss how we might encourage, enable, and respond to creative and educational re-uses of our resources. What must we do (in our CIS/CMS systems as well as in our institutional practice), to promote discoverability, interpretation, and sharing in these ways? Insights from a recent study conducted by the Smithsonian Center for Learning and Digital Access and the University of California, Irvine, "Curation of Digital Museum Content: Teachers Discover, Create, and Share in the Smithsonian Learning Lab" will be shared.

1. Teachers Gonna Teach Teach Teach
Teach Teach, or
Teaching Math with Art: Get Ready for the
Educational Future of Digital Objects
Darren Milligan
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
#MCN2018 / @darrenmilligan / milligand@si.edu

4. https://learninglab.si.edu/resources/view/142928

12. learninglab.si.edu

15. https://learninglab.si.edu/resources/view/154

22. What It Takes to Engage Teachers with
Digital Museum Resources

23. What It Takes to Engage Teachers with
Digital Museum Resources
s.si.edu/whatittakes

24. What It Takes to Engage Teachers with
Digital Museum Resources
1. Technology isn’t a significant barrier.

25. What It Takes to Engage Teachers with
Digital Museum Resources
1. Technology isn’t a significant barrier.
2. Brief, effective training makes a
difference.

26. http://www.flickr.com/photos/shifted/3097998988/, used under a CC BY-NC-SA 2.0 license.

27. http://bit.ly/EuropeanaChallenge18

28. What It Takes to Engage Teachers with
Digital Museum Resources
1. Technology isn’t a significant barrier.
2. Brief, effective training makes a
difference.
3. Teachers use digital museum
resources in three ways.

29. 3. Teachers use digital museum resources in three ways:
For Inspiration
https://learninglab.si.edu/collections/origin-stories-from-around-the-world/m45wVnFtvJM6b5xm#r

30. 3. Teachers use digital museum resources in three ways:
For Context
https://learninglab.si.edu/collections/what-did-gatsbys-america-look-like/chFHaR7rf4xsmYYu#r

31. 3. Teachers use digital museum resources in three ways:
For Student Projects
https://learninglab.si.edu/collections/andrew-jackson-campaign-poster-creation/4gPsU5mVAb4JDnGX#r

32. What It Takes to Engage Teachers with
Digital Museum Resources
4. Educational metadata,
such as detailed descriptions with
historical and cultural contexts, makes
museum resources useful to teachers.

33. https://learninglab.si.edu/resources/view/188853

34. https://learninglab.si.edu/resources/view/188853
Chamaeleo africanus
Description
Type Image
Source NMNH - Vertebrate Zoology - Herpetology Division
Notes Specimen Count: 1
Record Last
Modified 2 Oct 2018
Identifier Other Numbers: Field Number : No Field Number USNM Number: 132157
Physical
Description Preparation: Ethanol
Taxonomy Animalia Chordata Reptilia Squamata Chamaeleonidae
Place Lake Manyara, 18 mi from, Magi Moto Camp, Arusha Region, Tanzania, Africa
Published
Name Chamaeleo africanus

35. https://learninglab.si.edu/resources/view/986205

36. https://learninglab.si.edu/resources/view/986205
Lacerta Chamaeleon from Musei Leveriani explicatio, anglica et latina.
Description The image shows a Lacerta chameleon sticking out it's tongue.
Source Smithsonian Libraries
Creator Shaw, George
Keywords Chameleon Reptiles
Book Title Musei Leveriani explicatio, anglica et latina.
Caption Lacerta Chamaeleon. The Chameleon.
Identifier Image ID: SIL-SIL33-09-01_crop
Catalog ID 535417
DatesDate 1792-1796
Publication Date 1792-1796
Published Impensis J. Parkinson
Taxonomy Chamaeleo chamaeleon
Rights No Copyright - United States
Language Latin
Language English
Place Middle East
Place Mediterranean Region
Place Iberian Peninsula
Publication Place London

37. https://learninglab.si.edu/resources/view/986205
Lacerta Chamaeleon from Musei Leveriani explicatio, anglica et latina.
Educational Notes
The Lacerta Chameleon (Chamaeleo chamaeleon) or the Mediterranean Chameleon is a long
established reptile found native in the Middle East and along the coasts of the Mediterranean Sea.
It was later introduced to the Iberian Peninsula as well. The Lacerta Chameleon has several
special adaptations that help it to survive. Known for climbing trees and bushes, this chameleon
has a prehensile tail, a powerful tool which helps the chameleon finds its balance on swaying
branches. If you’re on the lookout for this creature though, you may not be able to spot its
prehensile tail or even the chameleon itself! This is because the Lacerta Chameleon can change
color and camouflage itself against its surroundings. Scientists now believe these reptiles also
change color to regulate their body temperature and even to communicate with other chameleons.
Their prominent eyes also come in handy. They’re extremely sharp and can swivel independently,
allowing the chameleon to see two images at once! However, when the chameleon spots an insect
that looks tasty, it can swivel both eyes forward to better focus on its prey by seeing only one
image at once. Using its long tongue that can extend up to three times its body length, the
chameleon can then snatch up its meal. Yet, while insects may be its favorite snack, chameleons
have also been known to eat plants and, sometimes, other chameleons!

40. https://www.tate.org.uk/art/artists/robert-mapplethorpe-11413
https://www.tate.org.uk/art/artists/robert-
mapplethorpe-11413

41. What It Takes to Engage Teachers with
Digital Museum Resources
5. Connecting digital resources to
familiar pedagogical practices and
teaching strategies can help bridge the
gap.

42. https://learninglab.si.edu/collections/project-zero-thinking-routines/oWYbEjpf19oxcFUp#r

43. https://learninglab.si.edu/collections/visual-connections-between-buddhism-and-ancient-greece/UhNx3nfh76YhTDTa

44. What It Takes to Engage Teachers with
Digital Museum Resources
1. Technology isn’t a significant barrier.
2. Brief, effective training makes a difference.
3. Teachers use digital museum resources in 3 ways.
4. Educational metadata makes museum resources
useful to teachers.
5. Familiar pedagogical practices and teaching
strategies can help bridge the gap.

45. What It Takes to Engage Teachers with
Digital Museum Resources
s.si.edu/whatittakes

46. So, what do we do now?