Walk the Walk: Using Learning Theory in the Exhibit Design Process was presented by Stacey Mann, Cynthia Sharpe, and Phil Lindsey at the 2011 American Association of Museums (AAM) conference in Houston, TX.

1. Walk the Walk:
Using Learning Theory in the Exhibit Design Process
She forgets
Blah, blah,
that I’m a
blah, blah,
kinesthetic
blah…
learner.
l
Stacey Mann
Cynthia Sharpe
Phil Lindsey
Phil Lindsey
May 24, 2011

2. Why does this matter?
Why does this matter?
• Presumably you want visitors to actually learn
Presumably you want visitors to actually learn
something
• You also probably don’t want them feeling
You also probably don t want them feeling
bored, stupid, or incapable
• Y ’
You’re competing for people: you can’t get
i f l ’
them in the door again if they have a lousy
time
i

3. Learning over a lifetime
Learning over a lifetime
(LIFE Center: Stevens, R. Bransford, J. & Stevens, A., 2005 )
IMPLICIT LEARNING

4. Learning in the Post Modern Museum
Learning in the Post‐Modern Museum
• Different museum experiences
Different museum experiences
– didactic, exploratory, immersive, social,
“interactive”
interactive
• Different types of visitors (aka learners)
– behaviors cultures sociability
behaviors, cultures, sociability
• Different motivations
– intrinsic vs. extrinsic

5. Successful design attends to:
Successful design attends to:
Visceral Sweet
Spot
Behavioral
h i l Reflective
fl i
Norman, D. (2005)

6. Successful learning requires:
Successful learning requires:
• Clear learning goals
Clear learning goals
– cognitive, affective (attitude/behavior), skills
• Attention to theory (D
Attention to theory (Dewey, Piaget, Vygotsky, etc.)
Pi V k )
– Constructivism
• children & adults construct knowledge
hild & d l k l d
• social context
– Social Cognition
Social Cognition
• activate prior knowledge
• modeling / scaffolding / coaching
modeling / scaffolding / coaching

7. Successful learning requires:
Successful learning requires:
• Appropriately matched activities
Appropriately matched activities
Level Skill Purpose Prompts
LOWER Remembering
R b i Memorize & recall facts
M i & ll f t Recognize, list, identify…
R i li t id tif
Understanding Comprehend & interpret Explain, estimate, describe…
meaning
Applying Transfer knowledge to Use, apply, show…
new situations
HIGHER Analyzing Examine information Compare, contrast, organize…
Evaluating Judge/decide based on Critique, conclude, explain…
set criteria
Creating Combine elements into Design, construct, plan…
new pattern/product
tt / d t
Bloom’s Taxonomy ‐ revised

8. (Iterative) Design Process:
(Iterative) Design Process:
 Mission
 Audience
 Goals
 Requirements / Constraints
 Buy in
Buy‐in Multiple Learning Scenarios
Multiple Learning Scenarios
 Development • Personas
 Implementation • Use‐Case scenarios
Use Case scenarios
 Evaluation
(Wash, Rinse, Repeat)

9. Design Charette
Design Charette Checklist
• Mission aka “The Big Idea” (purpose of the exhibit / program / product)
g (p p /p g /p )
• Audience (primary / secondary / tertiary)
• Goals
– strategic (tied to institutional mission, business goals)
– learning (cognitive, attitudinal, behavioral)
• Requirements & Constraints
Requirements & Constraints
– budget vs. scope
– experience/interaction type vs. learning intent
– have vs. need to get/create
– square footage vs. impact of piece
Leading to  Multiple Learning Scenarios (personas + use‐cases)

10. Resources
Resources (abridged)
Books: Articles:
The Design of Everyday Things (
h f d h (Don Norman) ) Kelley, T. (2001). The art of innovation: Lessons in creativity from
Insightful look at the connection between cognitive science IDEO, America’s leading design firm. Doubleday: New York.
and good design. (Also read: Emotional Design, Things That Chapter 3: Innovation begins with an eye.
Make us Smart)
Made to Stick (Chip and Dan Heath) Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A
The science of storytelling and crafting a compelling narrative
The science of storytelling and crafting a compelling narrative taxonomy for learning, teaching, and assessing: A revision of
taxonomy for learning teaching and assessing: A revision of
Bloom's taxonomy of educational objectives. New York:
Efficiency in Learning: Evidence‐based Guidelines to Manage Longman. Chapters 1‐3.
Cognitive Load (Ruth Clark, Frank Nguyen, John Sweller)
Comprehensive overview of how to use visuals, written text,
and audio to best effect in learning environments Collins, A. (1995). Design Issues for Learning Environments. In S.
Vosniadou, E. de Corte & H. Mandle (Eds.), International
Learning in the Museum (George E. Hein) perspectives on the psychological foundations of technology‐
Very academic application of education and learning theory based learning environments (pp. 347‐361). Hillsdale, NJ:
within the museum context Lawrence Erlbaum Associates.
Contemporary Theories of Learning: Learning Theorists… In Their Huitt, W. (2001). Motivation to learn: An overview. Educational
Own Words (Knud Illeris, editor)
Psychology Interactive. Valdosta, GA: Valdosta State
P h l I t ti V ld t GA V ld t St t
Presents a wide variety of current theories, moving from
defining the frameworks of learning to the specific nuances of University:
learning, bridging pure content and the social context. http://www.edpsycinteractive.org/topics/motivation/motivat
e.html
Frames of Mind: The Theory of Multiple Intelligences (Howard
Gardner)
The updated for 2011 version of the landmark Theory of
The pdated for 2011 ersion of the landmark Theor of
Multiple Intelligences.