Teaching ancient art through technology
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Lessons from digital learning programs for schools at the British Museum's Samsung Digital Discovery Centre. From a seminar on 4 October 2010 at HOC Laboratory at Politecnico di Milano.
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An artifact is defined as something made or given shape by humans, such as a tool or work of art. Especially those of archaeological interest. It can also refer to anything man-made, such as experimental results. The word comes from the Latin phrase "arte factum" meaning made by skill or craft.
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The British Museum was established in 1753 based on the collections of Sir Hans Sloane. It consists of numerous departments focused on different regions and eras, housing over 8 million objects. Some of the largest collections include over 100,000 objects from Ancient Egypt, 100,000 from Ancient Greece and Rome, 330,000 from the Middle East, 75,000 from Asia, and 350,000 spanning human history in Africa, Oceania, and the Americas. Specialized departments also focus on prints and drawings, coins and medals, prehistory and Europe, and conservation research.
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The document discusses African cultural influences on home fashion from different regions across the continent, including West Africa, East Africa, Southern Africa, and Northern Africa. Each region is characterized by distinct colors, patterns, and design elements that have inspired home decor styles, such as pulsating colors and simple geometry in West Africa, muted earth tones and nomadic styles in East Africa, ritual symbolism and craftsmanship in Southern Africa, and ethnic designs in Northern Africa.
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The document discusses how museums are increasingly using mobile technologies to enhance the visitor experience. It suggests moving away from "stop-based treasure hunts" towards experiences that are active, participatory, experiential, and collaborative, while accommodating different learning styles. Examples mentioned include apps that allow visitors to record voices or draw at exhibits. The document emphasizes testing and evaluating mobile experiences using methods like user journey maps and collecting feedback to improve future designs. Overall, it promotes designing mobile experiences for museums that engage and involve visitors in interactive, collaborative, and creative ways.
Athens Augmented: Design and Evaluation of Mobile Learning for the Parthenon ...
This document summarizes projects using mobile learning and augmented reality to engage children with the Parthenon sculptures at the British Museum. Over 18 months and with input from over 250 children, two projects were developed: a worksheet ported to mobile devices and a game using augmented reality. Key learnings included that technology was exciting but problematic, children didn't like broken sculptures, augmented reality recognition was difficult, and testing helped refine wayfinding, instructions, and collaborative use. The goal was to celebrate Athens and deliver interactive content about the Pediment and Frieze sculptures in an engaging way for children.
Augmented Reality: Beyond the Hype
A presentation about the potential of AR in museum learning which draws inspiration from The British Museum's digital learning programme. This presentation was given at the Museum Ideas conference in London on 3 October 2013.
Museums and the Web 2013
This document discusses mobile trends in art museums, including tablet use and optimized museum websites. It also discusses new learning apps and programs using tablets, 3D printing, MOOCs, and participatory outreach. Specific examples are given of museums using iPads for audio stories, 3D printing for learning and access, and MOOCs growing in popularity. Touch interaction and gamification are also mentioned as emerging technologies.
Bridging physical and digital
This talk looks at translating successful learning activities in the physical world to the digital space. Case studies from the British Museum’s Samsung Digital Discovery Centre, MOMA, Cleveland Museum of Art and others demonstrate how to take traditional analogue activities and re-imagine them for mobile and gallery-based digital applications, and the unique opportunity space that educators work in for inexpensive piloting and experimentation. Presented at an Engage seminar on 15 May 2013.
New Models for Mobile Learning in Museums
Presentation of the findings around the Hajj Mobile application launched in early 2012 as part of the schools offer for the Hajj: Journey to the Heart of Islam exhibition at the British Museum. This presentation was shared at the Computers and the History of Art conference in November 2012. Thanks to my collaborators Nick Badcott, William Robinson and Alessandra von Aesch.
Learning in a blended world
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.
Cue the Magician: AR at the British Museum
The document discusses using augmented reality (AR) at the British Museum to enhance educational experiences. It describes several AR education projects at museums, including using mobile devices and apps to overlay historical information and bring exhibits to life. The document emphasizes that AR education projects should integrate with learning frameworks, use low-cost and free tools, embrace failures and unexpected discoveries, and provide facilitation to reduce risks of experimentation. Artists are cited as inspirations for blending real and virtual worlds in imaginative ways.
Technology in Learning Programmes
The document discusses a technology-based learning program at the British Museum that is sponsored by Samsung and targets different audiences including schools, families, and teens. It provides details on the number of participants and session lengths for each audience group. The sponsorship includes an annual refresh of Samsung devices for the program and staff budget relief. Some dilemmas discussed are balancing cultural learning with developing ICT skills, depth of engagement versus number of participants reached, and defining the roles of teachers and facilitators in a digital learning environment.
Introduction to tablets in museums
Introductory presentation from the Museums and Mobile 4 conference in Spring 2012. This kicked off the session Big Screens, Big Potential on tablets.
Kidding Around: Design Activity Results (#mw2012)
The document outlines 4 potential ideas for a design activity workshop at a conference, including creating collaborative postcards, a self-portrait photography project addressing identity, subverting iconic objects to create new designs exploring cultural identity, and a bingo card scavenger hunt where families design cards for each other to explore the exhibition space through another family's perspective. Key aspects considered for each idea are learning outcomes, appropriate technologies, and session type.
Kidding Around Case Study: Museum of London (#mw2012)
This document describes a workshop where children ages 6-12 are guided through an inquiry process to explore museum objects, capture their ideas and inspiration using technology, and collaboratively design and create a 3D printed object. The goal is to help children learn through exploration of objects, self-directed investigation, and connecting their ideas to a shared blog and physical objects. Key aspects include using iPads and apps to document their process, the democratic selection of a design to print, and creating an ongoing community through social media. Lessons learned include the benefits of inquiry-based learning and collaboration over traditional transmission-based models.
Kidding Around Case Study: British Museum (#mw2012)
Passport to the Afterlife is a 45-60 minute drop-in activity for families with children ages 7-10 that uses augmented reality and comic making to teach lessons about death. The activity has two parts, an AR mobile trail where participants find markers to scan and decode, and a classroom part where they collect answers and create their own passport. It requires facilitators, phones that can run the AR app, markers, and content on death designed for children.
Kidding Around Case Study: V&A (#mw2012)
The document discusses the V&A's artist residency and collaboration program. It offers residencies to 6 artists per year lasting 3 to 6 months. It also mentions a digital studio project called "Design, Share & Explain" and a commissioning program that has worked with artists such as Karsten Schmidt and Hellicar & Lewis to create works. The document provides information on the V&A's support for artists through residency opportunities and commissions.
Kidding Around: Introduction to Our Audiences (#mw2012)
The document discusses designing digital learning activities for different audiences including babies, primary school children, pre-teens, teenagers, and families. It provides examples of effective early childhood museum programs that encourage open-ended play, exploration, and active learning. The document also notes key considerations for different age groups such as how pre-teens can be self-conscious but interested in developing skills, while teenagers like more unstructured independent or social activities. Overall, it focuses on creating successful digital learning programs that support different learning styles and needs for diverse audiences.
Kidding Around: Designing Digital Activities (#mw2012)
The document discusses various approaches for designing digital learning activities at museums or cultural centers. Open drop-ins allow flexibility but can lack depth and overwhelm staff. Timed drop-ins balance flexibility with reducing wait times but risk becoming too standardized. Workshops allow in-depth engagement but have limited capacity. The document advocates designing blended experiences, empowering kids and parents, providing facilitation over strict instructions, integrating galleries wisely, experimenting with alternative interactions, and not neglecting traditional approaches while also planning for an engaging payoff.
Quick and Dirty AR: For culture (#mw2012)
Different styles and applications of Augmented Reality in the culture and arts sector. Presentation was part of Quick and Dirty AR workshop at Museums and the Web 2012 in San Diego.
Strategies for Digital Learning (#dish2011)
1. The document discusses strategies for digital learning in museums, including new interaction styles, participatory learning, new programming models, and using space as a digital canvas.
2. It also outlines challenges of digital learning such as defining the educator's new role, addressing conflicts with other digital work and funding models, issues around institutional authority and copyright, managing expectations, and challenges to curatorial control.
3. The document argues that museums have unrealized potential in uniting the on-site and online experience for digital learning.
AR for culture (#AP2011)
Presentation for Augmented Planet developers event. Kensington, London, 2011. Includes examples of #AR applications by/for cultural institutions, artists, educators.
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Teaching ancient art through technology
- 1. Teaching ancient art through technology: Digital learning programmes for schools at The British Museum Seminar at HOC Lab, Politecnico di Milano 4th October 2010 Shelley Mannion Digital Learning Programmes Manager The British Museum
- 5. • Spotlight lectures (up to 350 children) • Seminar sessions (90 minutes) • Gallery-based activities • Digital workshops
- 6. • Primary school children • Ages 7-11 • Curriculum links: • Ancient Greece • Ancient Rome • Roman Britain • Anglo Saxons • Aztecs
- 7. Samsung Digital Discovery Centre at the British Museum
- 8. Opened March 2009 Five year sponsorship includes –Refurbished ICT room –Equipment –Two full-time posts –One part-time IT support technician
- 9. Schools Families 9 different sessions 3 days per week Up to 30 students 25 sessions and counting 50 weekends per year 15-150 participants per day
- 10. Clore Learning Centre E-learning Studio, Fall 2009
- 13. Sackler Centre Digital Studio Victoria & Albert Museum Opened 2008
- 15. This wall goes away
- 17. Creation Capture
- 26. Where is my cooking pot? Everybody has a job
- 29. Creation Creation Whose hand is on the mouse?!?
- 30. Creation tools • Vuvox • Glogster • Comic Life • Blender • Flash • Photoshop • Animoto • VoiceThread
- 31. Multimedia magic
- 33. When were you generous?
- 37. Direct use of ICT by children Develops complex ICT skills Requires careful preparation
- 38. Got it. Digital photography blends capture & creation
- 39. Only 8% of families use digital cameras for learning Museum of London Learning in Families FutureLab, 2009
- 40. Posing with objects. Modelling movements. Acting things out.
- 43. Use museum building as site for artistic photography
- 47. Hard things can be easy
- 50. But some things are just hard Could children do more of the editing? The children were keen to use the computers more themselves, but did not have the opportunity.
- 53. Hard to standardize technique Dwell time to 90 minutes Maximum 3 families per slot
- 55. Okay, where to next? Mobile devices
- 60. Sony PSP
- 61. Gesture-based
- 62. Digital Decode