learning in a blended world
DESCRIPTION
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.TRANSCRIPT
Learning in a blended world
Shelley Mannion @smannion
The British Museum
8 November 2012 #iifiec
Image Calafellvalo on Flickr
Sites of pilgrimage
Image Isidr☼ Cea on Flickr
Hajj
What is learning in the real world?
Image Al Jazeera English on Flickr
Spiritual encounters are
transformative
Image Elena Freire, Camino Xacobeo Facebook page
Museums can be transformative
Context Personal experience Social meaning Engaging interaction
The very nature of museums removes
context
Interpretive media restores context
Learning still depends on
investment
Technology can create investment
within limits
Personalisation
Access to personal data
Virtuous circle
Virtuous circle
Natural History Museum, London
Traditional museum learning favours
words words
words
Multiple intelligences
Linguistic
Logical-mathematical
Musical
Bodily-kinaesthetic
Spatial-visual
Interpersonal
Intrapersonal
Howard Gardner, 1983
Kinaesthetic learning
What would you like to see today?
You like treasure, so you might like the
Hoxne Hoard
Participation
of meaning Co-construction
Active learning for mobile devices
Frohberg et al 2009 Adapted by Doll 2012
Multimedia magic
Multimedia magic
Sutton Hoo
Talking Objects
Teaching versus
facilitation
Interaction
Interaction
Drawing
Doing and sharing
Variety of interactions
Stoning pillars
Touchscreen gestures
Heist
Multiscreen interaction
Image Openexhibits on Flickr
Cleaveland gallery one
AR
Augmented reality Marker-based
Location-based
• V&A
Screen-based
Second story
Gesture
Kinect hacks
Fun and
games
Tate Trumps
What is the right level of
challenge?
The face game
at Gallery One
Gallery one game faces
The backwards face game
SFMOMA ArtGameLab
Erica Gangsei, MW 2012
Contextualisation
Hajj voices
Voices of Hajj
SFMOMA’s integrated offerings for Barney exhibition
Integrated interpretation
From Peter Samis, MW2007
Flipside
• Can be superficial. Too excited.
Distractions
Distractions
Distractions
Distractions
• Antidote is two part structure
Two-part structure
• May cause frustration when sharing in groups.
Working in groups
Friendship groups
Own devices
• May be too prescriptive.
Too much like worksheets
• How to create open ended, exploratory experiences.
Free exploration
• Information overload.
Information overload
• Boredom as productive.
Benefits of boredom
Genevieve Bell, TED talk
• Need blended experiences that do not create tension between virtual and real.
Virtual versus real
Create dialogue
Future directions
• Museum learning as inherently cross-curricular.
• All our programmes combine ICT and cultural learnings.
Digital skills and cultural knowledge
• Fundamentally balanced.
Balance
Sacred World
• Ghandi: Handicrafts improve learning and memory.
The vision of Ranjit Makkuni
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 learning
Questions