This document discusses conditions for museum educators to successfully innovate with technology. It identifies three key domains that determine success or failure: the innovator, the innovation/project, and the context of the museum. For each domain, it lists factors that indicate preparedness and likelihood of success. It provides a scoring system to assess an educator's strengths and weaknesses across the three domains to help determine if a given technology project is likely to succeed given their situation.
This document contains a 27 question quiz about geography and culture in Spain. It tests knowledge about the capital cities, flags, monuments, and locations of important places in Spain and the autonomous region of Asturias. The questions cover topics like the capital of Spain, previous kings, autonomous communities, rivers, museums, stadiums, and typical foods. Answers to the 27 multiple choice questions are provided at the end.
The pupils completed a French quiz about French paintings at the Kelvingrove Museum in Glasgow. The quiz questions covered vocabulary they had learned in class, such as numbers, descriptions of people, and colors, but in the context of art. The aims were to discover French painters and paintings, learn new vocabulary related to art, revise previously learned vocabulary, and work in groups and individually. Fifteen S3 pupils participated over two weeks in December 2015. The project supported the pupils in becoming successful learners by reflecting on how learning another language relates to acquiring their first language, confident individuals by interacting in French in a real-life setting, and effective contributors by working together and practicing their French.
Introduction of Railways increased the movement of people to far off destination. Tourism development to a extent can be relate to the development of railways in India. It has proven safe & affordable means of transport for common people.
The document is a 20 question quiz about various landmarks and sites in London. It tests knowledge about the Thames River, Piccadilly Circus, Buckingham Palace as the Queen's residence, locations such as Hyde Park, Speaker's Corner, Westminster Abbey, Trafalgar Square, the Tower of London, and Big Ben. It also asks about traditions like Changing the Guard, typical forms of transportation underground, and attractions like the Natural History Museum.
This document contains a quiz about world tourism with questions about locations, landmarks, and facts related to tourism around the world. It is divided into two rounds with multiple choice questions testing knowledge of topics like the headquarters of UNWTO, famous sites in India, states known for certain activities, the largest museum in India, and the most visited country by international tourists in 2013. The second round contains similarly themed questions about landmarks, capitals, and transportation. Both rounds instruct participants to answer in under a minute and award 10 points per correct response.
This document outlines the structure and rounds of a quiz competition between teams. It consists of 5 rounds:
Round I has questions for each team to answer one at a time. Round II gives each team 5 questions consecutively. Round III returns to teams answering one question each. Round IV has 10 questions that any team can answer. Round V involves identifying the country from pictures provided. The questions cover topics such as Indian monuments, rivers, states, and world geography.
This document contains a 27 question quiz about geography and culture in Spain. It tests knowledge about the capital cities, flags, monuments, and locations of important places in Spain and the autonomous region of Asturias. The questions cover topics like the capital of Spain, previous kings, autonomous communities, rivers, museums, stadiums, and typical foods. Answers to the 27 multiple choice questions are provided at the end.
The pupils completed a French quiz about French paintings at the Kelvingrove Museum in Glasgow. The quiz questions covered vocabulary they had learned in class, such as numbers, descriptions of people, and colors, but in the context of art. The aims were to discover French painters and paintings, learn new vocabulary related to art, revise previously learned vocabulary, and work in groups and individually. Fifteen S3 pupils participated over two weeks in December 2015. The project supported the pupils in becoming successful learners by reflecting on how learning another language relates to acquiring their first language, confident individuals by interacting in French in a real-life setting, and effective contributors by working together and practicing their French.
Introduction of Railways increased the movement of people to far off destination. Tourism development to a extent can be relate to the development of railways in India. It has proven safe & affordable means of transport for common people.
The document is a 20 question quiz about various landmarks and sites in London. It tests knowledge about the Thames River, Piccadilly Circus, Buckingham Palace as the Queen's residence, locations such as Hyde Park, Speaker's Corner, Westminster Abbey, Trafalgar Square, the Tower of London, and Big Ben. It also asks about traditions like Changing the Guard, typical forms of transportation underground, and attractions like the Natural History Museum.
This document contains a quiz about world tourism with questions about locations, landmarks, and facts related to tourism around the world. It is divided into two rounds with multiple choice questions testing knowledge of topics like the headquarters of UNWTO, famous sites in India, states known for certain activities, the largest museum in India, and the most visited country by international tourists in 2013. The second round contains similarly themed questions about landmarks, capitals, and transportation. Both rounds instruct participants to answer in under a minute and award 10 points per correct response.
This document outlines the structure and rounds of a quiz competition between teams. It consists of 5 rounds:
Round I has questions for each team to answer one at a time. Round II gives each team 5 questions consecutively. Round III returns to teams answering one question each. Round IV has 10 questions that any team can answer. Round V involves identifying the country from pictures provided. The questions cover topics such as Indian monuments, rivers, states, and world geography.
This document discusses conditions for museums to successfully innovate with technology. It identifies three key factors: the innovator, the innovation/project, and the context/museum. For the innovator, it is important to have knowledge of the technology, ensure pedagogy-technology compatibility, and understand the museum's culture. For the innovation, it needs to align with the museum's culture, have available resources, and not be too distant from current practices. For the context, the museum needs appropriate technological, human, and organizational infrastructure to support the innovation. Successful technology projects require alignment across all three of these factors.
Closing the Gap With STEM Education: Why, What, and How
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Ken Verburg Project Lead the Way - Lexington, SC
This document discusses authentic innovation in distance education. It provides examples of how new technologies like blogs, social networking sites, and video sharing can be leveraged to engage students in distance education and excite teachers. Barriers to innovation in distance education are also discussed. The document advocates for learning environments that promote innovation and continual learning.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
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The document discusses the history and development of SMART Technologies interactive whiteboards. It provides details on how hands-on learning with visually appealing materials can increase student engagement and comprehension. It also outlines the key stages in SMART's development from 1991 to 2005, beginning slowly due to financial issues but growing through partnerships, software releases, and wireless technologies. Adoption has benefited early adopters like educators and business leaders while being met with skepticism by some.
This document profiles Dr. Stuart Palmer and his career in engineering practice, education, and research. It discusses his qualifications and experience leading various projects related to engineering education, assessment practices, online learning environments, and using social media data in product design. It also outlines his future research interests in areas like engineering education, STEM education, graduate employability, and using frequency domain methods. Potential funding sources for this future work are also mentioned.
Using Technology to Engage K-6 Students in the New Science Standards ohedconnectforsuccess
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In this session, attendees will engage in activities and investigate lessons that demonstrate how the new K-6 Ohio Academic Standards for Science can be taught using the technological design model. A resource CD of hands-on, design-based activities and lessons will be distributed at the session. These strategies and lessons directly correlate to each of the new K-6 science content statements.
Main Presenter: Bob Claymier, Consultant, Technology Is Elementary
Project Tomorrow conducted the annual Speak Up survey to understand how students, teachers, parents and school leaders use technology for learning. The findings showed that while most students say their technology skills are average and have access to devices, half feel their schools do not prepare them for 21st century jobs. The document calls these students "Long Tail Learners" and discusses how they are interested in online classes, educational games, and creating digital content but want more access and tools in schools. It suggests schools should let students use their own devices, provide greater access to technology at school, and ask students what resources they need.
Physics tour presentacion (ingles) finalD Betancur
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This chapter discusses using technology in the classroom and focuses on several key questions. It describes how classroom teaching and learning behaviors can change when incorporating technology-rich curriculum. Research shows some positive effects of technology on achievement in various subject areas, but also that classroom changes depend on other educational factors like teaching and learning roles. The chapter outlines stages of teacher progression in technology use and how to create technology-enriched learning environments with student involvement, collaboration, feedback, and real-world contexts. It also addresses digital curriculum topics and standards.
This document reviews obsolete and emerging technologies in education. It examines the obsolete overhead projector and the emerging smart board technology. For each, it identifies enhancements, obsolete technologies it replaces, and how it retrieves or reverses previous methods. The smart board enhances learning through interactivity between students, teachers, and online content. It makes chalkboards, dry erase boards, and overhead projectors obsolete. Smart boards retrieve how teachers previously displayed work and pictures while reversing 3D interactive display boards of the future. Decision makers chose smart boards for their benefits, despite costs, while teachers prefer smart boards for enhancing student learning and interactivity over projectors.
This document provides an overview of the nature of technology. It discusses technology as objects, knowledge, activities, processes, and socio-technical systems. Key points include:
- Technology can be defined as objects, the knowledge behind innovations, activities people perform, processes, and the combination of technology within a social system.
- Design is central to technology as it involves identifying needs, specifying requirements, generating ideas, selecting a final solution, and evaluating that solution.
- Making activities include prototyping, batch production, 3D modeling, and sketching.
- Technology requires teamwork across different specializations.
- Technology must provide value to consumers through benefits relative to costs.
- Technology is shaped by soci
This document provides information and instructions for a STREAM Expo event being held on March 5. It outlines the schedule, encourages students to sign up for the mailing list, and provides guidance on choosing a project focused on math, engineering, technology, science, art or reading. Students are instructed to create a display, written report, and presentation for their chosen project idea. The document describes the evaluation criteria and provides examples of experiment or demonstration ideas. It also includes links to suggested research websites and reminds students that parents should help but not do the project for them.
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The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
Dr. Anneliese Poetz, KT Manager for NeuroDevNet shares knowledge and experiences about creating Knowledge Translation videos for KBHN. Practical tips and resources are contained within this slide deck.
New Prospect Elementary School will implement a STEM program to better prepare students for future careers. The STEM program will incorporate science, technology, engineering and math standards into the existing curriculum. Students will learn the engineering design process and apply it to challenges such as building a bridge in the 3rd-5th grades. In the future, New Prospect Elementary is scheduled to open as a fully implemented STEM theme school in 2012-2013.
MW2015: Bring It On: Ensuring the success of BYOD programming in the museum e...scottsayre
In 2012 the Corning Museum of Glass broke ground for it’s new Contemporary Art + Design wing. Using the new Contemporary wing as a testing ground, the museum began work on a campus-wide digital media strategy for interpretation and museum information management. A core component of this strategy is Bring Your Own Device (BYOD), connecting museum visitors at a personal level to a range of rich interpretive content on their personal devices. Museum staff knew from the beginning that past museum BYOD projects had met with limited or mixed results (Proctor, 2009). Understanding there were a number of known and unknown obstacles, the museum developed a cohesive, cross-institutional approach to identify and address each challenge and ensure the programs success (Mir, 2014). This paper provides an overview of preliminary research findings and practices being developed around visitor focused BYOD at the Corning Museum of Glass.
http://mw2015.museumsandtheweb.com/paper/bring-it-on-ensuring-the-success-of-byod-programming-in-the-museum-environment/
Museum BYOD Variable NMC Future of Museums 2014scottsayre
This document outlines various factors that contribute to the successful implementation and use of mobile devices in a museum setting. It discusses considerations around visitor awareness, the usability and compatibility of devices, whether technical support is available, if content is engaging, and how intuitive the design is to ensure visitors want to use available mobile technologies and find them easy to understand and operate. The goal is to create an experience that motivates visitors and provides value through interesting and engaging content on their personal or museum-provided devices.
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This document discusses conditions for museums to successfully innovate with technology. It identifies three key factors: the innovator, the innovation/project, and the context/museum. For the innovator, it is important to have knowledge of the technology, ensure pedagogy-technology compatibility, and understand the museum's culture. For the innovation, it needs to align with the museum's culture, have available resources, and not be too distant from current practices. For the context, the museum needs appropriate technological, human, and organizational infrastructure to support the innovation. Successful technology projects require alignment across all three of these factors.
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In this session, attendees will engage in activities and investigate lessons that demonstrate how the new K-6 Ohio Academic Standards for Science can be taught using the technological design model. A resource CD of hands-on, design-based activities and lessons will be distributed at the session. These strategies and lessons directly correlate to each of the new K-6 science content statements.
Main Presenter: Bob Claymier, Consultant, Technology Is Elementary
Project Tomorrow conducted the annual Speak Up survey to understand how students, teachers, parents and school leaders use technology for learning. The findings showed that while most students say their technology skills are average and have access to devices, half feel their schools do not prepare them for 21st century jobs. The document calls these students "Long Tail Learners" and discusses how they are interested in online classes, educational games, and creating digital content but want more access and tools in schools. It suggests schools should let students use their own devices, provide greater access to technology at school, and ask students what resources they need.
Physics tour presentacion (ingles) finalD Betancur
The document describes a research project to design a virtual software called "PhysicsTour: A Journey Through Physics" to teach physics topics to 11th grade students. It aims to address gaps in physics instruction and improve exam scores. The study involved creating educational videos and applying the software in sessions over several weeks. Pre- and post-diagnostic exams were used to evaluate the impact on student understanding. Results showed a significant improvement in exam scores after using the software, validating the hypothesis that the virtual learning tool could help students learn physics concepts. However, some weaknesses like time constraints were also identified.
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This chapter discusses using technology in the classroom and focuses on several key questions. It describes how classroom teaching and learning behaviors can change when incorporating technology-rich curriculum. Research shows some positive effects of technology on achievement in various subject areas, but also that classroom changes depend on other educational factors like teaching and learning roles. The chapter outlines stages of teacher progression in technology use and how to create technology-enriched learning environments with student involvement, collaboration, feedback, and real-world contexts. It also addresses digital curriculum topics and standards.
This document reviews obsolete and emerging technologies in education. It examines the obsolete overhead projector and the emerging smart board technology. For each, it identifies enhancements, obsolete technologies it replaces, and how it retrieves or reverses previous methods. The smart board enhances learning through interactivity between students, teachers, and online content. It makes chalkboards, dry erase boards, and overhead projectors obsolete. Smart boards retrieve how teachers previously displayed work and pictures while reversing 3D interactive display boards of the future. Decision makers chose smart boards for their benefits, despite costs, while teachers prefer smart boards for enhancing student learning and interactivity over projectors.
This document provides an overview of the nature of technology. It discusses technology as objects, knowledge, activities, processes, and socio-technical systems. Key points include:
- Technology can be defined as objects, the knowledge behind innovations, activities people perform, processes, and the combination of technology within a social system.
- Design is central to technology as it involves identifying needs, specifying requirements, generating ideas, selecting a final solution, and evaluating that solution.
- Making activities include prototyping, batch production, 3D modeling, and sketching.
- Technology requires teamwork across different specializations.
- Technology must provide value to consumers through benefits relative to costs.
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This document provides information and instructions for a STREAM Expo event being held on March 5. It outlines the schedule, encourages students to sign up for the mailing list, and provides guidance on choosing a project focused on math, engineering, technology, science, art or reading. Students are instructed to create a display, written report, and presentation for their chosen project idea. The document describes the evaluation criteria and provides examples of experiment or demonstration ideas. It also includes links to suggested research websites and reminds students that parents should help but not do the project for them.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
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In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
1. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Museum Educators
Innovating with Technology
Scott Sayre and Kris Wetterlund
AAM Learning in Museums
Seminar
Friday, June 20, 2008
2. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
What are the conditions for museum
educators successfully innovating with
technology in museums?
3. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Conditions for Classroom
Technology Innovations
Yong Zhao, Michigan State University, Kevin Pugh, University of
Toledo, Stephen Sheldon, Johns Hopkins University, Joe L. Byers,
Michigan State University
Teachers College Record, Volume 104,
Number 3, April 2002, pp. 482-515
ARTstor Study
4. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Museum Educators Innovating
with Technology
The Innovator (Educator)
The Innovation (Project)
The Context (Museum)
5. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
ARTstor Projects
Docent Project
History Museum
Video Conferencing
Teacher Partnership
7. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovator (Educator)
Knowledge of the technology and its
enabling conditions
A Request for Proposals (RFP) that contained
wildly varied levels of detail made it impossible
to bid on.
8. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovator (Educator)
Pedagogy-technology compatibility
In an ARTstor test, a history museum educator
stressed her emphasis in bringing in resources
from all disciplines to aid teaching history at her
museum.
9. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovator (Educator)
Knowledge of the organizational and
social culture of the museum
Technology staff proposing a project that put technology in the hands of art
museum docents. The educator expressed interest but knew the docents
would resist.
10. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovation (Project)
Alignment with the museum culture
Museum authority versus Web 2.0
The art mob and MOMA
The Library of Congress and Flickr
11. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovation (Project)
Required resources are available: human,
economic and technology
Cell phone audio tours
YouTube, Facebook, Flickr, etc.
12. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovation (Project)
Distance from the innovators current
practices
MDL teacher training. Teachers who succeeded
were those who used Pachyderm to create
resources for something they were already
teaching.
13. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Context (Museum)
Technological infrastructure (facility,
network, equipment, etc.)
Museum educators would like to use YouTube
videos in docent training but the IT staff of the
museum has YouTube blocked because the
network can’t support video streaming.
14. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Context (Museum)
Human infrastructure
The first version of ArtsConnectEd placed more
demands on the new media staff than
resources were available. Solution: Recreate
ArtsConnectEd so that museum educators are
responsible for content.
15. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Context (Museum)
Organizational culture (support staff,
policies and procedures, etc.)
Cell phones and laptops are banned in some
museum buildings.
16. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
The Innovator
Knowledge of the technology
Pedagogy/technology compatibility
Knowledge of museum culture
The Innovation
Distance from culture
Distance from resources
Distance from innovator’s practice
The Context
Technology infrastructure
Human infrastructure
Organizational culture
Successful Tech Projects
17. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Museum Educator Technology
Preparedness Quiz
18. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section A: The Innovator
Question 1
I can use the technology myself and am familiar
with all of the enabling technologies needed to
support it.
No Some Yes
1 2 3 4 5
19. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section A: The Innovator
Question 2
The way this technology aids learning closely
parallels my own teaching philosophy.
No Some Yes
1 2 3 4 5
20. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section A: The Innovator
Question 3
I understand and can navigate easily the
social/political dynamics of my institution.
No Some Yes
1 2 3 4 5
21. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section B: The Project
Question 4
This project is a variation of something I’ve
done or do already.
No Some Yes
1 2 3 4 5
22. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section B: The Project
Question 5
I understand and can navigate easily the
social/political dynamics of my institution.
No Some Yes
1 2 3 4 5
23. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section B: The Project
Question 6
I can implement this project without cooperation
from anyone else.
No Some Yes
1 2 3 4 5
24. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section C: The Context
Question 7
Communication between technology staff,
museum leadership and me is common.
No Some Yes
1 2 3 4 5
25. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section C: The Context
Question 8
Technology components required to implement
this project work well and are easily available to
me whenever I need them.
No Some Yes
1 2 3 4 5
26. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Preparedness Quiz
Section C: The Context
Question 9
I work in an organization that welcomes and
encourages innovation with supportive policies
for technology purchases and related
professional development.
No Some Yes
1 2 3 4 5
27. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
It’s Time to Calculate Your
Scores…
28. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Scoring: The Innovator
The innovator is the most important domain used to determine
innovation success or failure. If innovator scores total nine or
above, the project may well succeed even if scores in the other two
domains are not as high.
Score 9-12: Innovator’s strengths will likely steer project to success
Score 5-8: Innovator should proceed with caution. If other domains
have scores of 9 or higher, success is still possible.
Score 0-4: Innovator may benefit from reflecting on the nature of
his/her pedagogy and developing a deeper understanding of the
proposed technology. An awareness of the social dynamics of the
institution will aid the innovator in choosing the right innovation and the
right time to introduce it.
29. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Scoring: The Innovator
The innovator is the most important domain used to determine
innovation success or failure. If innovator scores total nine or
above, the project may well succeed even if scores in the other two
domains are not as high.
Score 9-12: Innovator’s strengths will likely steer project to success
Score 5-8: Innovator should proceed with caution. If other domains
have scores of 9 or higher, success is still possible.
Score 0-4: Innovator may benefit from reflecting on the nature of
his/her pedagogy and developing a deeper understanding of the
proposed technology. An awareness of the social dynamics of the
institution will aid the innovator in choosing the right innovation and the
right time to introduce it.
30. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Scoring: The Innovator
The innovator is the most important domain used to determine
innovation success or failure. If innovator scores total nine or
above, the project may well succeed even if scores in the other two
domains are not as high.
Score 9-12: Innovator’s strengths will likely steer project to success
Score 5-8: Innovator should proceed with caution. If other domains
have scores of 9 or higher, success is still possible.
Score 0-4: Innovator may benefit from reflecting on the nature of
his/her pedagogy and developing a deeper understanding of the
proposed technology. An awareness of the social dynamics of the
institution will aid the innovator in choosing the right innovation and the
right time to introduce it.
31. Scott Sayre & Kris Wetterlund
Sandbox Studios/Museum411Learning in Museums 2008, June 20, 2008
Scoring: The Project
Innovations most likely to succeed are those that have some
connection to current practice or do not require significant leaps in
technology acquisition for the host institution. The degree of
dependence on other people also impacts a project’s success or
failure. Research indicates that projects rooted in “evolution rather
than revolution” have a greater chance for success.
Score 9-12: This innovation is likely to be a timely step in the
museum’s technology development.
Score 5-8: This innovation may present significant hurdles during the
implementation process. Innovator should question if strengths in
other domains (Innovator and Context) are enough to overcome these
hurdles at the present time.
Score 0-4: The innovation is likely to present too many barriers to
meet with success at this time. Examining other areas of current
practice to identify projects that require smaller technological and
pedagogical challenges may be recommended.
Editor's Notes
Scott and I work with so many museums, and notice patterns about what succeed and what fails when museum implement technology projects. We have our own theories as to how to predict success…
Original research, its approach to teachers innovation with what ever kinds of tech. The ARTStor study and its correlation.
VTS
“Socially savvy educators are much more aware of the potential for problems and can frequently negotiate compromises among the various stakeholders that smooth the way for successful technology experiences.”
MDL
A healthy human infrastructure would include flexible and responsive technical staff, knowledgeable colleagues who can help with the innovation, and supportive administrators.
Only one person is advocate and when that person leaves the project is trashed?