Branding agency Vandejong created a new form of cultural entrepreneurship: thinking in networks and connections. All communications media are viewed as extra exhibition space. The city is used as a gallery. We increased potential visitor numbers by producing a magazine instead of catalogues from the start.
MW2010: J. Doyle + M. Doyle, Mixing Social Glue with Brick and Mortar: Experi...museums and the web
A presentation from Museums and the Web 2010.
We present the results of a case study testing Open Museum’s Mobile service in partnership with the Hood Museum of Art at Dartmouth College. We explore preferences, challenges, and barriers to use for the various participants (including visitors, our museum partners and Open Museum itself) and look at the lessons learned about the technical, content, and social aspects of a mobile Web access project in museums.
Session: Mobiles: A Panel [mobile]
see http://www.archimuse.com/mw2010/abstracts/prg_335002271.html
"Presentation on the strategy of the Amsterdam Museum, with special attention to innovation (Marijke Oosterbroek, Amsterdam, March 14, 2011)"
(Web & Media group, Computer Science department, VU University Amsterdam)
How does UCC Library use exhibitions? How to create an exhibition? Use the LibGuide: http://libguides.ucc.ie/exhibitions/home as a starting point. Presentation as part of CPPD schedule in UCC Library (2017).
Branding agency Vandejong created a new form of cultural entrepreneurship: thinking in networks and connections. All communications media are viewed as extra exhibition space. The city is used as a gallery. We increased potential visitor numbers by producing a magazine instead of catalogues from the start.
MW2010: J. Doyle + M. Doyle, Mixing Social Glue with Brick and Mortar: Experi...museums and the web
A presentation from Museums and the Web 2010.
We present the results of a case study testing Open Museum’s Mobile service in partnership with the Hood Museum of Art at Dartmouth College. We explore preferences, challenges, and barriers to use for the various participants (including visitors, our museum partners and Open Museum itself) and look at the lessons learned about the technical, content, and social aspects of a mobile Web access project in museums.
Session: Mobiles: A Panel [mobile]
see http://www.archimuse.com/mw2010/abstracts/prg_335002271.html
"Presentation on the strategy of the Amsterdam Museum, with special attention to innovation (Marijke Oosterbroek, Amsterdam, March 14, 2011)"
(Web & Media group, Computer Science department, VU University Amsterdam)
How does UCC Library use exhibitions? How to create an exhibition? Use the LibGuide: http://libguides.ucc.ie/exhibitions/home as a starting point. Presentation as part of CPPD schedule in UCC Library (2017).
Presentation summarising five years of mobile learning projects and their evaluation in the British Museum's Samsung Digital Discovery Centre. This was presented at the MCG Museums Get Mobile! event in Bristol on 16 May 2014.
Presentation to the CURSO DE VERANO
Bilbao Arte eta Kultura UPV/EHU: museos, redes sociales y tecnología 2.0 (museums, social networks and 2.0 technology)
6-7 July 2010 at the invitation of the University of the Basque Country.
http://tubilbao.blogspot.com/2010/06/bak-uda-ikastaroa-curso-de-verano.html
Talking to Audiences About Art
Rhana Devenport,
Auckland Art Gallery
Rhana Devenport, Director of Auckland Art Gallery will share some of the art world's latest attempts to talk to audiences about art, from the groundbreaking approach of MONA in Tasmania to Alain de Botton's belief that art offers us powerful solutions to our everyday personal problems, demonstrating its relevance in understandable ways to the widest possible audience. What does this mean for the role of the 'expert', the kind of interpretation we choose to offer and the visitor experiences we design?
3D Museums: tactile learning, greater access (with presenter notes)George Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
3D Museums: tactile learning, greater accessGeorge Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
Museum in a Box: A Case Study (with notes)George Oates
Presented to senior EU cultural figures at A Vision for European Cultural Heritage 2025, I presented Museum in a Box as a forward-thinking company trying to succeed in making the best of the current state of digital cultural heritage. (Notes included in this version).
Presentation by Sophia George, V&A Museum. An invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
MW17 Closing plenary: Creating the Visitor-centered MuseumPeter Samis
A rare opportunity to come full circle: 10 years ago I presented about an interpretive evaluation that showed that even if our digital interpretive resources made a huge difference for those who used them, most visitors didn't. For five years I've been researching and co-writing a book on innovative museums that use more holistic ways of reaching their visitors. Here's the presentation I gave. (I was followed by Merilee Mostov, Director of Inclusive Interpretation at the Columbus Museum of Art--one of our ten case study museums.)
Presentation summarising five years of mobile learning projects and their evaluation in the British Museum's Samsung Digital Discovery Centre. This was presented at the MCG Museums Get Mobile! event in Bristol on 16 May 2014.
Presentation to the CURSO DE VERANO
Bilbao Arte eta Kultura UPV/EHU: museos, redes sociales y tecnología 2.0 (museums, social networks and 2.0 technology)
6-7 July 2010 at the invitation of the University of the Basque Country.
http://tubilbao.blogspot.com/2010/06/bak-uda-ikastaroa-curso-de-verano.html
Talking to Audiences About Art
Rhana Devenport,
Auckland Art Gallery
Rhana Devenport, Director of Auckland Art Gallery will share some of the art world's latest attempts to talk to audiences about art, from the groundbreaking approach of MONA in Tasmania to Alain de Botton's belief that art offers us powerful solutions to our everyday personal problems, demonstrating its relevance in understandable ways to the widest possible audience. What does this mean for the role of the 'expert', the kind of interpretation we choose to offer and the visitor experiences we design?
3D Museums: tactile learning, greater access (with presenter notes)George Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
3D Museums: tactile learning, greater accessGeorge Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
Museum in a Box: A Case Study (with notes)George Oates
Presented to senior EU cultural figures at A Vision for European Cultural Heritage 2025, I presented Museum in a Box as a forward-thinking company trying to succeed in making the best of the current state of digital cultural heritage. (Notes included in this version).
Presentation by Sophia George, V&A Museum. An invited talk at a workshop for the 'Scotland's Collections and the Digital Humanities' knowledge-exchange project, hosted at the University of Edinburgh. 12 September 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
MW17 Closing plenary: Creating the Visitor-centered MuseumPeter Samis
A rare opportunity to come full circle: 10 years ago I presented about an interpretive evaluation that showed that even if our digital interpretive resources made a huge difference for those who used them, most visitors didn't. For five years I've been researching and co-writing a book on innovative museums that use more holistic ways of reaching their visitors. Here's the presentation I gave. (I was followed by Merilee Mostov, Director of Inclusive Interpretation at the Columbus Museum of Art--one of our ten case study museums.)
The Stone Age Park in Albersdorf - OpenArch Conference, Albersdorf 2013EXARC
Educational work with prehistoric stone - Experiences from the Stone Age Park in Albersdorf by Dr. Rüdiger Kelm, Archaeological-Ecological Centre Albersdorf (AÖZA)
Invited workshop for the Humanities Research Center at Rice University, 7 March 2016.
This workshop will provide an overview of crowdsourcing in cultural heritage and consider the ethics and motivations for participation. International case studies will be discussed to provide real life illustrations of design tips and to inspire creative thinking.
Making museum objects smart
Adding a narrative layer to an exhibition
The meSch project is about smart objects. We will look at some of the concepts that we developed and tested during the last two years and focus on one of these concepts. Hub Kockelkorn, Museon, Museum for Culture and Science, The Hague
Museums and the Web at the Cleveland Museum of ArtRita Troyer
In September of 2013, Museums and the Web hosted a "Deep Dive" workshop at the Cleveland Museum of Art's Gallery One. The two day workshop was a focused presentation on a single groundbreaking project in the museum technology field. This is my presentation for the Indianapolis Museum of Art Research Forum.
Making museum objects smart
Adding a narrative layer to an exhibition
The meSch project is about smart objects. We will look at some of the concepts that we developed and tested during the last two years and focus on one of these concepts. Hub Kockelkorn, Museon, Museum for Culture and Science, The Hague
School Libraries in the Internet era: challenges, opportunities and experiencesDaniel Cassany
While (almost) every teacher and student have access to the Internet with all the information just some clicks away, libraries are still necessary and useful. The main issue today is not selecting, providing or efficiently organising the library stock, not even making a library catalogue. Now we must focus on libraries' user-learners, on analysing their needs, developing training programmes for them, and searching online (reliable, public, democratic) resources for every subject in the school curriculum. The librarian becomes a 'mediator' between the growing and diverse needs of students and teachers and the universe of available resources on the Net. Therefore, in this session I will introduce and explain a number of initiatives some Spanish and Latinamerican librarians and teachers have undertaken in this line.
In this presentation, Alex Juhasz, Director of the Mellon DH Grant and Professor of Media Studies at Pitzer College, along with Ashley Sanders, Digital Scholarship Librarian and DH specialist, will describe
(1) what the digital humanities is (and digital scholarship more broadly)
(2) the opportunities the Mellon DH grant and the Claremont Colleges Library provide for faculty and students to learn more, and
(3) present a snapshot of some of the exciting work already happening at the 7Cs.
Dr Paul Barron and Dr Anna Leask
Edinburgh Napier University
Presentation from the Museums Galleries Scotland 'Fortune Favours the Brave' conference, September 2013.
Blogged my notes at http://openobjects.blogspot.com/2009/02/happy-developers-happy-museums-happy.html
Museum content and access for the higher education sector from the dev8d event in London, February 2009.
Short pitch about experimental archaeology, archaeological open-air museums and their value for the the public, given at the workshop Re-enactment, Reproduction and Reconstruction in Leiden (NL), June 2017
About the European dimension in OpenArch partnership - OpenArch Conference, C...EXARC
OpenArch focuses on the dialogue with visitors, the exchange of experience, joint experiments […] Eleven larger competence-building meetings take place across Europe. Besides that, dozens of staff exchanges, will run in all participating countries
by Manel Gómez Gutiérrez
La Ciutadella Ibèrica de Calafell (CAT)
Communication Strategy, conlusions - OpenArch Conference, Calafell 2015EXARC
WP7 – Communication and Dissemination
How did we start? What happened during the project?
What will happen in the near future?
by Hein Klompmaker, Hunebedcentrum (NL)
Norse Platters from Bornais, by Clara Freer & Ian Dennis, Cardiff UniversityEXARC
This paper is based on work by Clara Freer, Ian Dennis, Alan Lane and Niall Sharples on the assemblage from Bornais. Excavated by N. Sharples from 1994 to 2004.
A large settlement located on the machair plain of South Uist in the Outer Hebrides.
Occupation found to spread over five mounds with most mounds contemporary during the Norse period with about 50 – 75 people occupying the site.
It was Occupied from at least 5th century AD through to the 15tb century AD.
Occupation found to spread over five mounds with most mounds contemporary during the Norse period with about 50 – 75 people occupying the site.
Our objectives were:
# Understand the nature of platter production
# Consider manufacturing constraints (including the amount of clay in weight used, the temper, size, styles and different forms found on the Bornais excavations)
# Investigate their use as baking plates, how effective they are and to examine their durability
# Investigate gendered production through an examination of the size of the finger print impressions found on platters from Bornais
# Examine and compare our platters to the ones from Bornais
Growing thatch from ancient spelt: an experiment in mass-production at St Fag...EXARC
Experiments in growing spelt by Steve Burrow (National History Museum, Wales-UK)
Project aims
Rigour
We wanted to thatch our roundhouses with a material that was as close to the original as possible.
Sustainability
Thatching is very expensive, if we can learn how to grow thatch straw ourselves we can save a lot of money
Engagement
We wanted a project to which lots of staff and volunteers could contribute
Experimentation
Growing, harvesting and planting on a large scale involves many unknowns. We wanted to know what they were
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
7. Adults are a very diverse and more
complicated target group
8. So why invest your time and energy in
adult education?
• Most museums are financed by public money. Therefore they have
the responsibility to provide educational opportunities for a wider
audience than just schools. The adults pay, so let them have a good
run for their money!
• By designing special programs for adults, museums can widen their
audiences, which could lead to higher numbers of visitors and more
‘friends’ of the museum.
• Museums can learn something from the adult learners as well.
• It binds a museum to its surrounding community and as such is vital
for the future standing and survival of open-air museums, as
something significantly more than pleasure parks.
• Because we can: in AOAM’s there is a lot of knowledge present, and
adult visitors are interested in the topic (otherwise they probably
wouldn’t be there), so it must be possible to make a match.
9. The topics we discussed during
Didarchtik:
• Visitor surveys
• Adult learning styles and museum learning
• The uses of and quality criteria for living history
(or live interpretation) as an educational tool
• The use and role of crafts
• Returning visitors
• Different approaches to visiting groups and
individuals
14. Museum learning:
Museum learning ≠ school education
Museum learning = making meaning
Visitors construct an understanding from what
they see, touch and do. Often this
understanding is not what the curator
intended with the exhibition, but it is related
to it and comes from interaction with the
exhibition (Hein 1998).
24. Quality Criteria for live Interpretation
• Effective live interpretation focuses on the needs and wishes of the
visitor.
• In order to provide a chance to learn about the past, the picture
that is presented should be as authentic as possible: use authentic
materials and do proper research.
• Be honest about what you don’t know, don’t make things up.
• Stupid questions don’t exist! They are just a means to make contact
with a strangely dressed-up person doing something
incomprehensible.
• Have fun and be enthusiastic about what you do, the visitor will
appreciate it! (but know when to stop talking…)
• There are more in the Didarchtik handbook:
http://www.europeansharedtreasure.eu/detail.php?id_project_base=
2010-1-NL1-GRU06-02917
26. Returning visitors
• Define your unique selling point, mission and
vision.
• Create good products that fit your unique selling
point.
• Know what your visitors expect and want and
give them 101%.
• Be social! That is much cheaper than designing
new products all the time and has more effect in
the long run.
• Provide seating and social interaction.
27. Conclusion
The most important part about the dialogue
with the adult visitor (or actually any visitor) is
exactly this dialogue:
di·a·logue or di·a·log (d -lôg , -l g )
n.
1. A conversation between two or more people.
(http://www.thefreedictionary.com/dialogue)
31. Job description for the perfect live
interpreter:
• Always cheerful
• Exceptional social skills
• Healthy and strong
• Has up to date knowledge of
(pre)history
• Skilled in at least one craft
• Good educational skills
• Intimate knowledge of learning theories
• Preferably some theatrical skills
• Willing to dress up in period clothing
• Willing to work long hours for minimum wages
32. More information about Didarchtik
and adult education in AOAMs:
• Didarchtik.exarc.net
• All products can be found on EST:
www.europeansharedtreasure.eu
• Reader about adult education in AOAMs:
http://exarc.net/manuals/adult-education-
archaeological-open-air-museums-reader