Learning in a blended world

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Presentation about our digital learning work at The British Museum's Samsung Digital Discovery Centre at the FIEC conference (http://bit.ly/Xk6Uxd) in Santiago de Compostela, Spain in November 2012. The conference was held at the stunning City of Culture, a complex of buildings nestled in the hills above the sacred city.

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Learning in a blended world

  1. 1. Learning in a blended worldShelley Mannion @smannionThe British Museum8 November 2012 #iifiecImage Calafellvalo on Flickr
  2. 2. Sites of pilgrimage Image Isidr☼ Cea on Flickr
  3. 3. Hajj
  4. 4. What is learning in the real world? Image Al Jazeera English on Flickr
  5. 5. Spiritual encounters are transformative Image Elena Freire, Camino Xacobeo Facebook page
  6. 6. ContextPersonal experienceSocial meaningEngaging interactionMuseums can be transformative
  7. 7. The very nature of museums removes context
  8. 8. Interpretive media restores context
  9. 9. Learning still depends oninvestment
  10. 10. Technology can create investment within limits
  11. 11. Personalisation
  12. 12. Access to personal data
  13. 13. Natural History Museum, London Virtuous circleVirtuous circle
  14. 14. Traditional museum learning favours wordswordswords
  15. 15. LinguisticLogical-mathematical Musical Bodily-kinaesthetic Spatial-visual Interpersonal IntrapersonalMultiple intelligences Howard Gardner, 1983
  16. 16. Kinaesthetic learning
  17. 17. What would you like to see today?
  18. 18. You like treasure, so you might like the Hoxne Hoard
  19. 19. Participation
  20. 20. Co-construction of meaning
  21. 21. Active learning for mobile devices Frohberg et al 2009 Adapted by Doll 2012
  22. 22. Multimedia magic
  23. 23. Multimedia magic
  24. 24. Sutton Hoo
  25. 25. Talking Objects
  26. 26. Teaching versus facilitation
  27. 27. InteractionInteraction
  28. 28. Drawing
  29. 29. Doing and sharing
  30. 30. Variety of interactions
  31. 31. Stoning pillarsTouchscreen gestures
  32. 32. HeistMultiscreen interaction
  33. 33. Image Openexhibits on Flickr
  34. 34. Cleaveland gallery one
  35. 35. ARAugmented reality Marker-based
  36. 36. Location-based
  37. 37. • V&A Screen-based
  38. 38. Second story
  39. 39. Gesture
  40. 40. Kinect hacks
  41. 41. Crocker Art MuseumLiving Mural
  42. 42. Fun and games
  43. 43. Tate Trumps
  44. 44. What is the right level of challenge?
  45. 45. The face game at Gallery One
  46. 46. Gallery one game faces The backwards face game
  47. 47. SFMOMA ArtGameLab Erica Gangsei, MW 2012
  48. 48. Contextualisation
  49. 49. Hajj voicesVoices of Hajj
  50. 50. Live dinosaurs ROM dinosaurs Royal Ontario Museum
  51. 51. SFMOMA’s integrated offerings for Barney exhibitionIntegrated interpretationFrom Peter Samis, MW2007
  52. 52. Flipside
  53. 53. Distractions Distractions • Can be superficial. Too excited.Distractions Distractions
  54. 54. Two-part structure• Antidote is two part structure
  55. 55. • May cause frustration when sharing in groups. Working in groups
  56. 56. Friendship groups Own devices
  57. 57. Too much like worksheets• May be too prescriptive.
  58. 58. • How to create open ended, exploratory experiences. Free exploration
  59. 59. Information overload • Information overload.
  60. 60. • Boredom as productive. Benefits of boredom Genevieve Bell, TED talk
  61. 61. Virtual versus real • Need blended experiences that do not create tension between virtual and real.
  62. 62. Create dialogue
  63. 63. Future directions• Museum learning as inherently cross-curricular.
  64. 64. Digital skills and cultural knowledge• All our programmes combine ICT and cultural learnings.
  65. 65. • Fundamentally balanced. Balance
  66. 66. Sacred World • Ghandi: Handicrafts improve learning and memory.The vision of Ranjit Makkuni
  67. 67. Practical things. How do the programmes run? How to set up a centre? Working with technology sponsors Digital learning on a small budget Partnerships and collaborations Research and evaluation of digital learningQuestions

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