PhD Seminar: Learning perspectives for media design for museums, science centers and heritage sites
A one-day PhD course will be held in conjunction with the CONTACT closing conference on September 26, 2013. Both events will be hosted by the InterMedia Research group at Forskningsparken.
Travel grants are available for a limited number of applicants who wish to attend both the PhD seminar and the CONTACT closing conference on September 27, 2013. Send email with expression of interest to email@example.com
PhD Seminar registration deadline: September 6th, 2013 (go to registration page). Submit abstract upon registration: 500 words.
Final papers deadline: September 18, 2012 (7-10 pages).
Send abstract and paper to Palmyre Pierroux, firstname.lastname@example.org
Organizing units: The CONTACT project and InterMedia research group, Department of Education, University of Oslo
Organizer: Associate Professor Palmyre Pierroux
Time: Thursday, September 26, 2013, 9:00 a.m. – 4:00 p.m.
Subject: In this seminar we will critically examine perspectives on learning and meaning making that are informing the design and research of mobile and social technologies for art museums, science centers and cultural heritage settings.
A key problem for both design and learning research is that there are few studies investigating the significance of museum visits over time, and how these relate to intended outcomes for different types of visitors. Many have argued that the impact of museum visits, which last but a few hours, may not be apparent until people have left the museum and had a chance to talk about, wonder about, or use whatever knowledge or practices they learned in the museum in other contexts (Leinhardt, Crowley & Knutson, 2002). Accordingly, studies of museum learning often focus on general outcomes, such as increasing visitors' interest in science, promoting inquiry skills in art, and developing more powerful conversational or questioning techniques in encounters with historical artifacts and narratives.
When designing digital resources in museums, the ubiquitous aspects of mobile and social technologies are persistently explored as tools that can bridge temporal and spatial gaps between museum experiences and these other contexts, both in and out of school. Through analysis and discussion of key studies and new research, this seminar delves into how relations between digital design and learning are conceptualized, implemented, and researched in art and history museums, science centers, and other cultural heritage settings.
- Associate Professor Alexandra Weilenmann. The University of Gothenburg Learning and Media Technology Studio - LETStudio
- Associate Professor Ingeborg Krange, Associate Professor Palmyre Pierroux, InterMedia research group, Department of Education, University of Oslo
09:00 Welcome (Palmyre Pierroux)
09:15–10:00 “Studying the use of mobile technologies in museums" (Alexandra Weilenmann, University of Gothenburg)
10:00 –11:30 ‘Critical friend’ (student paper presentations)
11:30 –12:15 Lunch
12:15 –1:30 Introduction to group work: ‘"Making design experiments informed by learning research" (Ingeborg Krange, University of Oslo)
1:30 – 3:00 Group work (with seminar leaders)
3:00 – 4:00 Discussion in plenum (led by Palmyre Pierroux)
Target group: PhD students in the educational sciences (museum learning) and applied informatics
Work format: The seminar will be a combination of lectures, presentations of student work, and design/data analysis in groups. In the morning session, participants will present aspects of their ongoing PhD research. Group work in the afternoon session will be informed by the readings and based on data from ongoing research.
Extent: 6 hours of course activity
Credit points: 2 credits (1 point equivalent to 1 ECTS) with documentation, 0 credits without documentation. 1 ECTS credit corresponds to 25-30 work hours.
Obligatory documentation: Participants may present in plenum either a paper of their own or curriculum approved by the organizer.
Number of participants: maximum 12
Course literature (216 pages)
Learning perspectives for science centers, art museums and cultural heritage (71 pp)
Anderson, D., B. Piscitelli, et al. (2002). Children's Museum Experiences: Identifying Powerful Mediators of Learning. Curator 45(3): 213-231. (18 pp)
Crowley, K., & Jacobs, M. (2002). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley & K. Knutson (Eds.), Learning Conversations in Museums. Mahwah, NJ: Lawrence Erlbaum. (23 pp)
Hubard, O. M. (2011). Illustrating Interpretive Inquiry: A Reflection for Art Museum Education. Curator: The Museum Journal, 54(2), 165-179. (14 pp)
Rowe, S. and J. Wertsch (2002). Linking Little Narratives to Big Ones: Narrative and Public Memory in History Museums. Culture & Psychology 8(1): 96-112. (16 pp)
Learning across museums and schools (65 pp)
DeWitt, J., & Storksdieck, M. (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. Visitor Studies, 11(2), 181-197. (15 pp)
Gutwill, J. P. & Allen, S. (2012): Deepening Students' Scientific Inquiry Skills During a Science Museum Field Trip, Journal of the Learning Sciences, 21:1, 130-181. (50 pp)
Digital design issues (35 pp)
Hauser, W., A. Noschka-Roos, et al. (2009). Design-Based Research on Digital Media in a Museum Environment. Visitor Studies 12(2): 182-198. (16 pp)
Pujol-Tost, L. (2011). Integrating ICT in exhibitions. Museum Management and Curatorship 26(1): 63-79. (16 pp)
Sandoval, W. & Bell P. (2004). Design-based research methods for studying learning in context: introduction. Educational Psychologist 39, 199–201. (3 pp)
Mobile and social media in museum learning (45 pp)
Charitonos, K., C. Blake, et al. (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology 43(5): 802-819. (17 pp)
Pierroux, P., I. Krange, et al. (2011). Bridging Contexts and Interpretations: Mobile Blogging on Art Museum Field Trips. Mediekultur.Journal of Media and Communication Research, 27(50), 25-44. (19 pp)
Weilenmann, A., T. Hillman, et al. (2013). Instagram at the museum: Communicating the museum experience through social photo sharing. SIGCHI. Paris, France, Proceedings of the SIGCHI conference on Human factors in computing systems: 1843-1852. (9 pp)
Additional reading (optional 68 pp)
Allen, S. (2004). Designs for Learning: Studying Science Museum Exhibits That Do More Than Entertain. Science Education, 88(1), 17-33. (16 pp)
Bamberger, Y., & Tal, T. (2006). Learning in a Personal context. Levels of Choice in a Free Choice Learning Environment in Science and Natural History Museums. Science Education, 91(1), 75-95. (20 pp)
Marty, P., S. Sayre, et al. (2011). Personal Digital Collections. In G. Styliaras, D. Koukopoulos and F. Lazarinis (Eds.) Handbook of Research on Technologies and Cultural Heritage: Applications and Environments. Hershey, PA: IGI Global. 285-304. (19 pp)
Renninger, K. A. (2009). "Interest and Identity Development in Instruction: An Inductive Model." Educational Psychologist 44(2): 105-118. (13 pp)