Melb museum iste presentation oct 2012


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  • Victoria’s population.
  • Comment on Web 2.0 – and the context of this slide with regards to the DEECD position on digital learning.
  • Explain a little more about the Horizon report.
  • In 2010 Melbourne Museum developed and launched a new education program 600 Million Years in 60 Seconds. 600 Million Years in 60 Seconds is an education programs that takes place within the 600 million years: Victoria evolves exhibition at Melbourne Museum.
  • In 2010 Melbourne Museum developed and launched a new education program 600 Million Years in 60 Seconds. 600 Million Years in 60 Seconds is an education programs that takes place within the 600 million years: Victoria evolves exhibition at Melbourne Museum.
  • And lastly, the design of the exhibition, 600 million years: Victoria evolves, was pivotal to this pedagogical approach to learning in an exhibition. The exhibition design allows students to work in small groups, within discrete areas of the exhibition. In this way, while each student doesn’t explore the whole exhibition, they connect more deeply with one area and then share their insights with their peers – when back at school – which connects their museum experience to the classroom curriculum.
  • The rationale behind the 600 Million Years in 60 Seconds program was to create an experience for Year 9 and 10 students, often the most disengaged learners, which: centres on a learning experience in which they can collaborate with their peers, enables students to take control of their learning, invites them to create their own content, and encourages them to communicate and share their work in meaningful ways. Students are split into team of 3, each with a specific role to play.
  • Each group is given their own kit to complete their mission. Each kit contains a mission card, flip camera, stop watch, museum object, film location map, story board card and the 3 lanyards with the student roles. The program’s pedagogical design places students in the centre of their learning. The use of the video cameras means that the students are generating their own content from the exhibition, and by ensuring the students can take their content back to school, by providing USB keys, their new content is literally placed in their hands. This emphasises the connection between their visit to the museum and the ongoing learning happening back in the classroom.The design aesthetic being of high quality is integral to ensuring that the students want to engage with the program materials and that the materials themselves emphasise the high level of expectation of the students’ output. The design aesthetic of the student materials reflects contemporary and popular culture, such as ‘envelopes being ripped open to get your mission’ like in shows such as The Amazing Race. The program logo references James Bond action genre and gives a sense of urgency and detective-like nature of their task. NATO-approved boxes, which can survive being thrown out of an airplane as well as teenagers, are used to house the objects and digital technologies and hence reinforce the need to care for objects.
  • Each group is given a different mission to complete within the exhibition.This is an example of one of the 10 missions that the student group may get.They have 25 minutes to complete their mission within the exhibition.The methodology allows for an open ended outcome, promotes student choice, encouraging their curiosity.The questions have been phrased to tap into the higher order thinking skills as outlined in Bloom’s Taxonomy. To complete the mission they must analysis the information in the exhibition – from the fossils, models, skeletons, multimedia and text panels. They must synthesise and evaluate – that information as a team to then be able to create their clip... All while under time pressure!
  • The student clips demonstrate that the students were successfully able to ‘read’ the exhibition – and create a narrative around the mission using the information in the exhibition.Students were motivated and engaged. They took ownership and pride in their work.The ICT was successful embedded into the program pedagogy so as to not take away from the content and science learning underpinning the program.
  • Exhibitions are rich learning environments.In developing both the exhibition and the program, intended learning outcomes were established. You can see that they link back to museum learning being more than just about knowledge and facts. These ‘intended learning outcomes’ were evaluated during the trailing phase – to test how effective the program really was.
  • The program models an approach to teaching that can be feared by some teachers – using technology to teach science, having students work in teams and giving ownership to the students for their own learning.Teachers consistently rate the program highly, and speak of the value of the program to engage their students in science content – as well as develop their students skills in working together and communicating their ideas.
  • ‘Making History’ will challenge and engage Middle Years (Years 3-8) and Pathways (Years 9-12) students to research, create and share personal, family and community histories. Students will use video editing tools to combine their own research and creative endeavours with available historical resources from Museum Victoria and other cultural organisations. The themes explored by the students include:Living with natural disasters – fire, drought and floodWorld events, local impacts (such as upcoming centenary of WWI)Migration and cultural identityThe family albumThese themes have linkages with state and national curricula and connect the student digital history projects with the everyday life of their family and community. The student projects will be published and shared via the Department of Education and Early Childhood Development (DEECD) FUSE website and a moderated Museum Victoria site. The nominated themes ensure that selected student projects will be linked with and published as part of Museum Victoria’s Collections Online ensuring their research and digital histories can be accessed by contemporary Victorians as well as future generationsThe project has been funded by DEECD who will also provide support through their Elluminate web conferencing program where students as well as teachers have access to museum curators and other historian experts.
  • What was the most significant change for Teaching and Learning , in your classroom and or school ,  as a result of participating in the Making History Pilot Project ?Teachers now see and truly understood the positive connections between LOTE & History, and began to use the resources from Museum Victoria, using the available resources from Museum Victoria Website. Plus the positive reinforcement from my school principal who actually promoted Museum Victoria to our teachers and staff at the staff meetings.  
  • Melb museum iste presentation oct 2012

    1. 1. Exploring the old with thenew: 21st CenturyLearning in museumsISTE presentationMelbourne 2012Mirah Lambert: Manager Digital LearningPriscilla Gaff: Program Coordinator – Life ScienceJan Molloy: Program Coordinator – HumanitiesJonathan Shearer: Program Coordinator – DigitalLearning
    2. 2. Museum Victoria Museum Victoria 2 million visitors 2011 Scienceworks Melbourne Immigration Museum Museum Museum
    3. 3. Explore Victoria Discover the worldMuseum Victoria will reach out to an increasinglydiverse audience through its collections andassociated knowledge, using innovative programsthat engage and fascinate. We will contribute toour communities‟ understanding of the world, andensure that our inheritance is augmented andpassed on to future generations.MV Strategic plan 2008-2013
    4. 4. Programs: EducationCollections Research Exhibitions Holiday Family
    5. 5. Museum VictoriaRecognised by the Department of Educationand Early Childhood Development, through theStrategic Partnerships Program.Each year MV works with over 300,000students to its campuses, and more online,including webinars and online conferences withmuseum experts and school communities.Over 2 million visitors in past year.
    6. 6. Intended Learning Outcomes Affective: enjoyment & attitudes Skill based Cognitive: knowledge progression
    7. 7. Museum Victoria programming approach Affective: Online enjoyment & attitudes Onsite Skill based Cognitive: knowledge progression Offsite
    8. 8. Department of Educationand Early Childhoodposition on digital learning:“With the advent of technologies such as Web 2.0 andlearning platforms, new opportunities for collaborativelearning have emerged.In particular, with Web 2.0 functionality, social networks,educational communities and relationships can be fosteredto develop students as creators of knowledge ratherthan simply as consumers of information.” Connecting People Digital Learning Platforms Research Series Paper No. 2 DEECD December 2010 page 3
    9. 9. 21st Century Learning @ MV 1990’s 2000’s 2010’s Hands on learning Learn outside the Research, Create, & authentic objects classroom Share.Why? *The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured. *People expect to be able to work, learn, and study whenever and wherever they want. *From The 2011 Horizon Report
    10. 10. National Online ProjectsAUSTRALIAN CURRICULUMONLINE
    11. 11. ESA partnershipLEARNINGLAB4 Units and 45 resourcesLittle ScienceLittle HistoryAncient Roman EmpireHistory Skills
    12. 12. Benefits:• Align museum resources with the Australian Curriculum• Improve accessibility across Museum Victoria‟s website and with specific education pages• New model for education „kits‟ with increased interactivity and rich media Ancient Roman Empire Resource Overview video
    14. 14. The ProgramFor 13 to 16 years oldstudentsChallenge based learningIncorporates digitaltechnologyFacilitates peer interactionTargets unengagedteenagers in sciencecontent – to reengagethem.
    15. 15. TheExhibition
    16. 16. The kit:
    17. 17. Student using display in their video. Student using props to explain evolution.600 Million years in 60 Seconds 600 Million years in 60 Seconds Student uses exhibition to explain concept. 600 Million years in 60 Seconds
    18. 18. 600 million years: Victoria evolvesIntended learning outcomes:Exhibition: School program: Cognitive Knowledge & understanding Victorian flora and fauna Understand that evolution has been have changed over time happening over millions of years, and that the fossil provides evidence. Affective Awe/amazement about Skills past life, and sense of Work in teams ongoing change Attitudes & values Skill-based Have an appreciation for the work of Drawing conclusions palaeontologists from the fossil evidence Enjoyment & creativity Have fun and be creative Active behaviour & progression Be able to be more curious about evolution.
    19. 19. 13 to 16 year old students evaluation:Knowledge and understandingWhat facts or information did they gain from theexperience? “It allows you to get a full understand of a concept instead of learning little bits about each”. “The evolution between fish and tetrapods and the amount of time it took”. “That dinosaurs existed in Victoria, and we know by looking at fossils”.
    20. 20. 13 to 16 year old students evaluation:Progression of learning and skillWhat new skills did they feel they learnt? “I have more confidence after presenting” “Creating a video. I have never done something like that before. It was cool how we were able to put it all together on the computer”. “I learnt about how to work in a team, and that you need to speak up”.
    21. 21. 13 to 16 year old students - evaluation:Enjoyment and creativityDid they have fun? “Fun, because it gave us a big responsibility” “I LOVED IT! Working with other people was fun!” “I enjoyed the program, because even though it was about science it was turned into something fun”. “I felt the format helped me to learn as it was more interactive than just walking around an exhibition and therefore we were more engaged and ready to learn”.
    22. 22. The teachers “ Back at school we “This is the most work held a film festival with I‟ve seen the students the boys. They all got to do all year!” see each others work – and they had a great time”.
    23. 23. Case Study TwoOnline programMAKING HISTORY:RESEARCH, CREATE, SHARE
    24. 24. Online Resourcebecomesweb 2.0 Resource Developed early 2000s Community education resource Downloadable PDF documents Text on screen No interactivity
    25. 25. Research, Create, ShareMaking History Online resources using Museum Collections, Historians and digital editing and upload Using community resources User generated content Students and teachers working to create digital histories
    26. 26. History experts in theclassroom Online interviews Available for individual or whole class use Opportunities for teacher capacity building: Historical Method Web conferencing Video conferencing Conferencing with experts
    27. 27. PartnershipsMuseum VictoriaUniversityDEECD Partnerships provided •Expert Knowledge •Resources- funds to create site $250,000 AuD •Opportunities for promotion
    28. 28. Supporting students and History curriculum to beTeachers to DO History core in the new Australian Curriculum , to be implemented 2013 History not core at Victorian Primary curriculum – will change with Australian Curriculum implementation 2013 Resource uses online delivery, content and pedagogy to * Engage students *Support innovative practice in the classroom
    29. 29. Thematic approachmore than History...
    30. 30. Resources and Toolssupporting students andteachers
    31. 31. Students buildinghistorical literacy
    32. 32. Sharing finished productwith online audience Not all schools WANT the opportunity to share. This resource allows participation at any level.
    33. 33. Primary schoolparticipation
    34. 34. Secondary school...Distance Educationparticipation
    35. 35. Web Conferences Conversations with experts Opportunities to reach broad audiences • Students and teachers from 300kms of Melbourne participate • Teacher professional learning sessions with Museum Educators • 60 plus students from 5 different schools in one session Archived
    36. 36. Promotion withinDEECD Partnership provides strong links to existing lines of communication with the sector.
    37. 37. Department of Education andEarly Childhood Development(Victoria, Australia) digitalrepository and sharing spaceFUSE
    38. 38. Participant Testimonies ....this morning, when we had our staff meeting, my principal, Michele Beal ... shared the website, to other teachers in our school ... already we have a few teachers showing interest in using the website with their students I found the project was very useful to assist my students ... who migrated to Australia with their parents, ... share their beliefs & culture ... I would like my students to be proud of who they are, and where they are from, and I believe ..(this project ) ... did it. Kerry Law, Chinese Language Teacher Doncaster Gardens Primary School
    39. 39. Participant Testimonies Many students have told us that they learned a lot about their family history through exploration and interviewing members of their family. A large number of students interviewed their grandparents and recorded these interviews. The parents also became involved and many told me that they thought this project was great as it made their children communicate in Greek with their grandparents for a specific purpose. Classroom Teacher , 2011 Project .
    40. 40. Participant Testimonies We were delighted to take part in the pilot project for school students this year. We would like to continue to offer students the option of undertaking this kind of project, and can upload them to our own school website, as this type of work is ideal for distance education students. I have been asked to present this year’s project to a meeting of the VSL Centre managers, with the idea that teachers and students at the centre classes, which are face-to-face classes held once a week, may also like to do this kind of project with their students. Victorian School of Languages Co-ordinator Karin Ruff
    41. 41. Innovation ProjectsTHETIMELENS
    42. 42. Connecting to museumobjects and stories: