17 - Team Progress - PMT

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UCL Institute of Archaeology

2012

Who Stole my Milk?3.8 Project Management Team

Elizabeth Wells-Thulin, Elisabetta Pietrostefani, & Julie

Patenaude


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UCL Student Homes Project 2012 Page 569

TABLE OF CONTENT

3.8 Project Management Team 568

Appendix 3.8.1 Meeting Minutes Panel Meeting 9 March 2012 570

Appendix 3.8.2 Meeting Minutes PMT 20 April 2012 574

Appendix 3.8.3 Meeting Minutes

Panel Meeting 20 April 2012 576Appendix 3.8.4 Second Panel Meeting PowerPoint Slides 578

Appendix 3.8.5 Third Panel Meeting PowerPoint Slides 585

Appendix 3.8.6 Fourth Panel Meeting PowerPoint Slides 592

Appendix 3.8.7 Final Panel Meeting PowerPoint Slides 599Appendix 3.8.8 Project Budget Evolution 607

Appendix 3.8.9 Project Gantt Chart & Calendar Evolution 611Appendix 3.8.10 Project Components Evolution 613

Appendix 3.8.11 Project Themes Mindmap & Communication Messages 618

Appendix 3.8.12 Learning Theories Discussion & Evolution 623


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APPENDIX 3.8.1 MEETING MINUTES PANEL MEETING 9 MARCH 2012

Meeting Title 3rd Panel Meeting Date 09/03/12

Facilitator Geffrye, UCL Team, Ian and Sarah Time 15:30

Location Geffrye MuseumNote

TakerElisabetta

Attendees Geffrye Staff, UCL Team, Ian and Sarah

KEY POINTS DISCUSSED

EWT- Speech Elizabeth. PMT Presentation.

Progress includes creation of a risk assessment and risk implementation, followedby weekly PMT meetings.

Calendar explanation. Communication messages alteration. This is because of the theme of conflict is not

as prominent in the documentation as was initially believed. The influence of

London onto student home life was also added.

DSTH- 4 houses 14 participants Group interviews, individual interviews and photographs.

Importance of technology was noted as well as Londons effect on studenthomes.Freedomof London. Milk came up in conversations without it being

introduced by the team. The experience was Fun!

ET-Linking material to the themes and communication messages.

Because this is a social documentation project, the student audio is an amazingasset. Quotes are great and will be included; this will also link the exhibition to the

web teams creations.


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Linking it with the web team. Drafting of all the text panels. Draft of panels nowmade Tex draft of whole exhibition to the Geffrye next Friday. Continued link with

the web team.

The Exhibition will be People focused while the Web Resources will be object focused.

WR-

Social Media: twitter and Facebook posts have started. The Courtauld Gallery re-tweeted about us.

Blog launched! Introduction and postcard posted. Initial AA evaluation of the blog. Plan for the blog is to raise a question every week

and have participants contribute. It will also be regulated.

Interactive floor-plan: aesthetic choices to be tested at the Youth Panel meeting. Theweb team may separate object into different categories, sentimental value vs.practical objects. Address issues such as: difficulty of transporting rice cookers,

what does the fridge mean in terms of sharing space

Digital story: discussion with AA. Asked the whole Panel meeting for feedback onwhat to chose as a theme: food vs. what makes student home homes

LIT-

Flyer has been published. Research done on each theme for the Family Day sessions. Example: Hot chocolate

has Aztec origins while tea comes from Asia. Discussion of Health and Safety risk assessment.

AA-

Planning further evaluations: social media evaluation, digital story and floor-plan,family day events.

747 Hits on the Blog. Most of the visitors have had access through Facebook. QRcode - 10% it does work.

Most hits from the UK, followed by US and China. Poll has been implemented on the Blog with a link to survey monkey. Meeting Youth Panel on Monday.


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AR-

Radio Stations contacted

Waiting for Press Release Hoping to Publish article about the project on Pi magazine, UCL. Exposed different ways of addressing audiences.

PI

Postcard finished. Case Study will be for Art Council England. Preparation of drafts of invitations. Designs sent to Elizabeth, will be presented to

the Geffrye next week.

Continuing to explore avenues for article publication.Geffrye Feedback:

Alison: Things seem to be going in a very good direction. Good to see it all coming together.

Jo: Need to distinguish visits and hits on the blog. Use the number of people rather than

percentages. Need to go through the data more relevantly. Will have talk with Audience

Advocates about how to process data.

Alison: Is there going to be something about peoples mugs? Web: Yes

1. Topics for the web digital story - 3min:2. Food student eating habits. How it brings students together as point of discussion

and behaviors towards this in the home. Internationality of food comes together.

3. What makes a home a home for students? Is it because of objects? Can it besomething that is temporary? Or is it about networking in the home? (what do you

think?) (Food is an element of makes a home a home).

Must thinking about your impact in the Geffrye, about the balance of the project, rooting

your project back into the Geffrye. General decision for the 2nd theme to be adopted for the

Digital Story. Web needs to start scripting


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Ian feedback:

Minor things pay attention to detail.

UCLs Institute of Archaeology UCL

Include IoA Shard in UCL logo Institute does tweeting as part of UCL - maybe get her to re-tweet you. For Web

Team.

UCL Communications Also Look into UCL Announce!

Alison: STOWprivate view 21stof March. To get the sense of how your project fits into a

much wider project.

ACTIONS PLAN

No Action Item(s) Assigned Project

Member/s

Targe

t Date

1. Check Power Point Slides more thoroughly for nextPanel Meeting.

Elisabetta 30/03

2. Stories of the world LOGO to be taken off please

student postcard mock-up on the blog ASAP. Use the

original photographs, just not with the STOWlogo

because it has not been approved.

Urska/Charmaine 09/03

3. Institute does tweeting as part of UCL - maybe get herto re-tweet you.

Urska/Charmaine 16/03

4. Also Look into UCL announce! Elisabetta 16/03

NEXT MEETING

30th

March

4th

Panel Meeting


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APPENDIX 3.8.2 MEETING MINUTES PMT 20 APRIL 2012

Meeting Title PMT and Geffrye Meeting Date 20 April 2012

Facilitator PMT and Geffrye Time 13pm

Location GeffryeNote

TakerElisabetta

Attendees Alison, Vanessa, Elizabeth, Elisabetta, Julie


PMT Pulling together final portfolio and UCL communications video. UCL

Communications video will be done by Monday 23rd April - by May 1stwill go to Rob at UCL

Communications.

DSTH Finished spreadsheets for the accession, getting explicit permission for the

accessioning.

LIT On track, Nam Young out of town. Not concerned all fine.

ET Long meeting with Hannah and Eleanor, text was finalized. Alex has gone through it 3

times, Draft 1 and 2 and then Hannah and Eleanor went through in detail. May go through

more phases when on panels. Expecting this on the 26th. Monday 23rd final text is going to

designer; May 1stsend the first Panel to LOCOG.

WRT UCL communications recorder is probably best to be used for voice over. Vanessa

only available May 8th that week.

Decision: Contribute to the Blog and you can win ticket two the Open Evening!


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ART Brainfood,

Open Evening Global Homes we have not advertised it.

AA - Email Laura Phoebe for Open evening forms for the AA.

ART - Cultural Alliance for Learning! Might be worth sending to engage online Rachel

email had the editors name. OPEN EVENING E-SHOT! Promotion of it.

PIT - 250 300, Alison TELL PIT. Invite List speaking to Alison about them.

ACTIONS PLAN

No Action Item(s) Assigned ProjectMember/s

Target Date

1. Email Laura Phoebe for Open evening forms for the

AA.

Elisabetta 23/04

2.

3.

4.

5.

NEXT MEETING


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APPENDIX 3.8.3 MEETING MINUTES PANEL MEETING 20 APRIL 2012

Meeting Title FINAL PANEL MEETING Date 20 April 2012

FacilitatorGeffrye Staff, UCL students and

course co-ordinators

Time 2pm

Location The Geffrye MuseumNote

TakerElisabetta

Attendees Geffrye Staff, UCL students and course co-ordinators


PMT Continuing to ensure the smooth running of the project, supporting teams and

adjusting the calendars. Successfully assembled the 4th Brief and working on bringing the

final Brief together. Working on assembling the final Budget. UCL Communications Video

will be finished by Monday 23rd of April. Elizabeth gave a big Thank you to the Geffrye,

saying that this was the class in which we had learned the most and which gave all team

members a huge boost in confidence.

Thank you from the PMT!

DSTH Have been communicating with the participants for more information and have

been going back to different households to take new photographs as required by the

exhibition team.

Are finalising the accessioning process and will be sending Private View invitations to

participants.

ET- Final panel texts revised and images selected. Talked with the Geffryes Graphic

Designer and are completing the Designers brief. There will be QR codes in the exhibition,

they are planning to use them in 2 different places. Final text will go to the Graphic

designer and they will then receive panel mock-ups.


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AAT Family Days Huge Success. Presented details of the success. To be noted that there

was some misunderstanding of the evaluation format. Unclear whether 1 was the best or 5

was the best.

WRTThanked everyone for all the responses to the Blog and everyones contribution.

Have continued to post bi-weekly on the BLOG. There will be a BLOG Contest Best

Contribution will receive free tickets to the Global Homes opening event. Future BLOG

Topics. According to the AAs research visibility and readability of the text was found

limiting in the blog, they have therefore changed the background to black and white instead

of Sepia.

Have received initial renderings of the floor-plan from BPI. Examples of objects presented:

fridge and shower curtain. BPI finalising the aesthetics and hearing back from them soon.

LIT- Thank to all Family Day volunteers! Good response from the children. They really

enjoyed the activities: in the drawing activity they wanted to draw more and more.

Freelancer reviews gave positive feedback. Have estimated budget for the Open Evening

workshops. There will be music from the 70s to 2000 played by a highered band. They

asked help to chose music.

ART- Have written article, helped out with the UCL communications video. E-shot is being

finalised. They sent 7500 postcards out through Dont Panic and circulated more around

the neighbourhood

PIT- New budget for Private view 250 Thank you Alison! Update on Private View

organisation, finalised case-study.

QUESTIONS: What are the QR codes going to link to in the exhibition? One floor-plan and

another to the Digital Story.

ACTIONS PLAN

No Action Item(s) Assigned Project

Member/s

Targe

t Date

1. FINISH THE PROJECT SUCCESSFULLY!

2.

3.


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APPENDIX 3.8.4 SECOND PANEL MEETING POWERPOINT SLIDES

A PowerPoint presentation was prepared prior to every panel meeting at the GM. It

enabled each team to present the progress of their outputs to GM staff, UCL team members,

and MSI course coordinators.


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APPENDIX 3.8.5 THIRD PANEL MEETING POWERPOINT SLIDES


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APPENDIX 3.8.6 FOURTH PANEL MEETING POWERPOINT SLIDES


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APPENDIX 3.8.7 FINAL PANEL MEETING POWERPOINT SLIDES


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APPENDIX 3.8.8 PROJECT BUDGET EVOLUTION

PMT oversaw the projects budget. Each team was asked to send detailed information related to the cost of their outputs to th e

Project Manager. The budget changed on multiple occasions over the course of the project as team members obtained more

information about the cost of their outputs, and as situations evolved. This is the initial budget prepared for the first project

brief. For the most updated version, see Final Project Brief Appendix 1.13.7.


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APPENDIX 3.8.9 PROJECT GANTT CHART & CALENDAR EVOLUTION

PMT was in charge of overseeing the projects overall timeline. PMT created a detailed

Gantt Chart in order to achieve its goals. This is the projects initial Gantt Chart. The

timeline changed over the duration of the project as teams obtained more detailedinformation on their outputs. For an up-to-date Gantt Chart, see Final Project Brief

Appendix 1.13.9. Team Calendars were edited and regenerated after each modification to

the Gantt Chart to keep teams up to date with any changes in their schedule. For final

calendars see PMT project outcomes appendix 2.8.3 to 2.8.8.


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APPENDIX 3.8.10 PROJECT COMPONENTS EVOLUTION

PMT ensured that each team knew and understood the projects relevant learning theories

by asking them the following questions. Each teams responses are outlined in the

following table. The projects components changed slightly during the course of the project.

This is the initial project component chart. For an up-to-date version, see the Final ProjectBrief Appendix 1.13.4.

Project Components

In order to support the chosen learning and communication theories, each project

component considers: 1) the previous knowledge and experiences of audience members, 2)

the accessibility of the project to and engagement of audience members, and 3) the social

context from which and within which the audience members will engage with the project.

Project

Component

Previous

Knowledge and

Experience:

Increased Access and

Engagement:

Social Context

and Engagement:

How do the project

components

encourage

audience members

to draw

connections

between the projectand their previous

knowledge and

experience?

How do the project

components make the

project more accessible

to the traditionally

underrepresented

target audience, as

well as audiencemembers of different

cultural backgrounds,

learning styles and

physical and mental

levels and abilities?

How do the

project

components

encourage

audience

members to

engage sociallywith the project

as part of a

community of

practice?

Communication

Messages (Entire

Project Team)

See section 4, and appendix 3.

Title (Entire

Project Team)

When Who Stole my

Milk?was tested

with the target

audience,

respondents stated

This title resonates with

the traditionally

underrepresented target

audience. The subtitle

Exploring Student Homes

The title attempts

to engage the

audiences sense of

humour and fun.

These qualities


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that it reminded

them of their

personal

experiences with

student living.

In London clarifies the

subject matter for

student and non-student

audiences.

portray engaging

with the project as

an enjoyable social

activity.

Primary Source

Research

(Documenting

Student Homes

Team)

By recruiting

student participants

and documenting

their homes and

experiences, the

DSHT has provided

content that will

allow the rest of the

project to connectwith the target

audience by

reflecting

components of the

target audiences

experience.

By collecting

photographs, videos,

and sound recordings,

the DSHT has provided

the rest of the project

with content that can be

used to engage a variety

of learning styles and

developmental levels.By recruiting

participants from

different cultural

backgrounds, the

material collected by the

DSHT will allow the

project to engage with a

culturally diverse

audience.

The material

collected by the

DSHT is social in

nature and will

provoke students

to reflect on their

own social

experience, while

potentiallybringing student

and non-student

audiences together

to create a broader

community for the

discussion of the

meaning of

home.

Front-end and

Formative

Evaluations

(Audience

Advocates)

Front-end and

Formative

Evaluations assess

precisely what

audience members

will be familiar with

and what they will

expect to see in a

project on student

homes. The rest of

the project team

utilizes this

information to

shape their project

The Front-end and

Formative Evaluations

have focused heavily on

soliciting opinions and

feedback from the

traditionally


audience, and thus help

us to create a project

that meets their needs

and expectations. By

asking for feedback

about social media use,

preferred

Front-end and

Formative

Evaluations

examined museum

visiting and social

media habits so

that we have a

better

understanding of

the groups from

which and within

which our

audience is likely

to engage with our


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components. communication media

and exhibition

components, the Front-

end and Formative

Evaluations also ensure

that the target audience

is able to engage with

the project in the ways

which they prefer. The

Front-End Evaluations

also solicited feedback

from core Geffrye

audience so we can

ensure that the project

appeals to them as well.

project.

Marketing Plan

(Audience

Researchers)

The Marketing Plan

is based on research

into which media

outlets are used by

and are familiar to

the target audience.

The Marketing Plan

reaches out to the

traditionally


audience by publicizing

the project in media

outlets such as student

publications, student

radio shows and social

networking utilities

popular with this

audience.

By publicizing the

project through

various media

outlets, including

social media, the

Marketing Plan

aims to foster

discussions among

students about the

project and its

themes.

Family Days

(Learning and

Interpretation

Team)

The Family Days

draw and expand

upon participants

past experiences

with crafts, cooking,

music, different

cultures and the

Geffrye Museum.

The Family Day sessions

are designed to appeal

to every age group by

providing activities that

can be both easy and

non-verbal and adapted

for more advanced

developmental levels.

The Family Day

activities are multi-

Participants will

attend Family Days

in family groups.

The activities have

been designed to

encourage

cooperation,

collaboration and

knowledge-sharing

among family


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sensory and active and

designed to appeal to a

variety of different

learning styles.

members.

Open Evening for

Adults (Learning

and Interpretation

Team)

TBD

Postcard (Public

Information

Team)

The Postcard, which

features an image of

a student room,

encourages

members of the

target audience to

draw connections

between their own

living experiences

and the project.

The Postcard, by

featuring an image of a

student room and an

image of a period room

at the Geffrye, is

designed to appeal to

both the


audience and the core

Geffrye audience. Both

audiences are provided

with a point of

conceptual entry.

By juxtaposing a

messy student

room with an

image of a period

room, the Postcard

attempts to engage

the audiences

sense of humour

and fun. These

qualities portray

engaging with the

project as an

enjoyable social

activity.

Private View

(Public

Information

Team)

TBD

Web Resources

and Social Media

(Web Resource

Team)

The themes and

content of the Web

Resource and Social

Media will be

shaped by the Front-end and Formative

Evaluations, which

inform us about the

audiences pre-

existing knowledge

The Web Resources and

Social Media will allow

anyone with an internet

connection to engage

with the project, thusexpanding access

beyond those who can

physically come to the

Geffrye and visit the

Exhibition or participate

While going online

is generally a

solitary activity,

social media and

online discussionswill be used to

foster the creation

of virtual group

engagement and


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and experience. The

content from the

Documenting

Student Homes

Team will allow the

Web Resource Team

to create social

media and online

platforms that

reflect elements of

the student

experience familiar

to our target

audience.

in the events. The Web

Resource will also

include interactive

visual and audio media

that will appeal to

different learning styles.

communities.

Exhibition

(Exhibition Team)

The themes and

content of the

Exhibition will be

shaped by the Front-

end and Formative

Evaluations, which

inform us about the

audiences pre-

existing knowledge

and experience. The

content from the

Documenting

Student Homes

Team will allow the

Exhibition Team to

create an exhibition

that reflects

elements of the

student experiencefamiliar to our

target audience.

The Exhibition will

reach out to the


audience and

demonstrate that their

experience is valued by

acting as a physical

representation of this

experience within the

Geffrye Museum. The

Exhibition will reach out

to a culturally diverse

audience by featuring

students from a variety

of cultural backgrounds.

By linking the Exhibition

directly to the Web

Resources, which will

have more interactivecontent, the Exhibition

will appeal to different

learning styles.

The Exhibition

content and its

presentation will

tap into the

previous

communal living

experiences of

audience

members. By

posing questions

as part of the text

panels, the

Exhibition will

encourage visitors

to discuss their

own opinions and

experiences with

each other.


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APPENDIX 3.8.11 PROJECT THEMES MINDMAP & COMMUNICATION MESSAGES

The overall vision, including the themes and the communication messages, were decided

upon by the whole group. This process was facilitated by PMT. At the first meeting ofDSHT and GM staff on December 16th, DSHT, as well as Elizabeth Wells-Thulin from PMT,

and Javier Caro from PIT, brainstormed some potential themes for the project. Many ofthese themes, including those of conflict or tension, a focus on the contrast between sharedspaces such as the kitchen and private s paces, and the importance of personal objects such

as rice cookers to connect students to their past homes, remained in some form or another

throughout the project.

In order to open up the discussion to the entire group, the Project Manager created a digital

mind map which the entire project team could contribute to during the Winter Break. It

was difficult to encourage many members to participate but some good ideas were

generated. In addition, students who had been at the December 16th meeting, added the

ideas that had been generated during that session. During the Winter Break, all team

members uploaded the results from the surveys that they had conducted as part of the firstformative evaluation. The Project Manager computed an initial analysis of this data and

distributed this to the team to help them with the mind map.

Before the first panel meeting in January, the whole project team had a meeting in which to

develop initial proposals for the themes covered by the project. PMT was responsible for

planning this meeting and facilitating this. The group was presented with the mind map

that had been generated digitally and divided into three groups; all were asked to

brainstorm their ideas, adding to the mind map and then select one or two which they felt

were their best ideas.

Two groups, both of which had members who had been part of the initial brainstorm onDecember 16th, came up with very similar ideas focused on conflict, the kitchen,

international fusion between housemates and shared space vs. private space. The othergroup, which had no members who had been present at that initial brainstorm, came up

with a different idea that focused on temporariness of student homes. As both ideas were

deemed to have merit, we decided to present both to the GM at the panel meeting. GM staff

suggested incorporating both ideas into the project.

During the week of January 23rd, PMT began drafting the communication messages and

consulting team members for input. This was done in two ways: 1) PMT members

consulted with the sub teams that they were directly supervising and 2) during the all team

meeting on January 27th. One important change that arose out of these consultations wasthe addition of "compromise" to the first message. Initially this had only included "fusion"

and "conflict". It was during this period that the opposition of private space and public

space was dropped from the second message. While this was still a theme that could be

pursued by project teams, the second message was adapted so that it focused on objects of

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communication message to link the project with the rest of the GMs collections and

exhibitions.

On January 31st, the communication messages were sent to the MSI course coordinators forinput. Based on their feedback, PMT made a slight phrasing change. On February 7th, PMT

sent the messages to GM staff, who while approving of them, told PMT that the GM wasmore interested in talking about themes, as expressed in the document prepared by the

Content Manager/Editor. One challenge that PMT faced was figuring out how to "speak"

two different languages: one required for the academic side of the project and the other for

communicating with the GM. While this was at times frustrating, as it initially felt as

though we had devoted a lot of time to what was not practically relevant, it became clear

that, for the most part, there was a connection between the academic and practical parts of

the exercise. The challenge was translating the same content into two different settings.

This in and of itself was a valuable lesson.

DSHT completed their work during the week of February 26th. A full team meeting was

held on that Friday to discuss their findings. After DSHT had presented, PMT facilitated adiscussion about the relationship between the communication messages and the findings.

Two important things were noted: 1) conflict was far less prominent in the findings, most

likely because participants were unwilling to discuss it as the consequences of a dispute

were not worth bringing it up; instead, there was far more evidence for shared homes

being settings for friendship; 2) many participants talked about the impact of living in

London and the city itself (rather than personal exchange in the home) as a force of fusion.DSHT was keen to see the impact of London incorporated into the communication

messages. A decision was taken by the team for PMT to redraft the first and possibly thirdmessage and to present these options to the group over Basecamp.

PMT redrafted the messages, including friendship in the first message and lessening theemphasis on conflict, though this was still present. On Basecamp, debate amongst team

members ensued over whether to incorporate the impact of London into the first or third

message. Eventually the team agreed to incorporate the impact of the City into the third

message. PMT generated a close-to-final draft on March 7th. A final change was made to the

third message, which had stated that the effects of temporary homes and the city of London

were "permanent". PMT deemed this to be too strong, and instead, changed this to

"significant". PMT finalized the communication messages on March 16th.

PMT encouraged all teams to think about how the components for which they were

responsible related to the communication messages. On February 24th, PMT facilitated a

meeting in which all teams were asked to fill out a worksheet that prompted them toconsider which components related to which messages as well as to the selected GSOs and

GLOs. PMT also asked for input regarding potential outcome statements. The Project

Manager generated a chart from this input on February 28th. On April 13th, PMT facilitated

a meeting and asked the teams to revisit this chart and update it.


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MINDMAP


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COMMUNICATION MESSAGES

Communication Messages as of February 7th 2012:

1. The shared space in student homes in London in 2012 is a unique arena of conflict, compromise and internationalfusion.

2. Both the practical objects and objects of sentimental value found in student homes are the materials which connectstudents to past homes.

3. The student home is also unique temporary space occupied when students are "in between" more permanent homesand life phases.

Communication Messages as of March 8th 2012:

1. Shared space in student homes in London in 2012 is a unique arena in which students from all over the worldcompromise, often form friendships, and potentially come into conflict.

2. Both practical objects and those of sentimental value found in student homes are the material elements which connectstudents to past homes.

3. Students experience their homes in London as temporary, but find that these homes and their stay in the city havepermanent effects on their identity and practices.

1. Primary MessageStudent homes are unique because of the conflict, fusion and compromise that occurs in the public space. The public space is

thus a product of globally diverse influences creating a cultural exchange in the home through its social or un-social nature.

Different cultural backgrounds living together. Internal type of public


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2. Secondary MessageThe relationship between public and private is singular in the student home. The private space assumes a special role through

its association with the sentimentality of objects that link you back to your family home. Practical devices can always be

rebought whereas objects preserve your origins, linking you back to your identity. The student dwelling thus becomes a

home through these objects giving the private space an increased importance to other types of homes.

Rice cooker both, blurred boundaries. Connection to what makes the student home like the types of homes. Private is what is yours Icon of identity3. Tertiary Message Temporary and liminal aspect of student home is what marks these spaces as in-between places, a transitory faze often

experience in metropolis such as London.


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APPENDIX 3.8.12 LEARNING THEORIES DISCUSSION & EVOLUTION

PMT was responsible for facilitating the project team's discussion of learning and

communication theories. As the classes which had earlier discussed these concepts were a

distant memory to the project team, the Project Coordinator and Project Manager began

reviewing them and considering ways to refresh the team's memory. On January 25th, theProject Coordinator submitted a summary of different learning theories to the Project

Manager (see below). On February 3rd, the Project Manager gave an informal presentation

on learning and communication theories and led a group discussion about what theories

best suited the project. At this meeting it was decided to pursue a theoretical basis of

constructivism, socio-cultural learning theory, and cultural communication theory. In

order to assist teams with implementing the appropriate theories, the Project Manager

prepared a worksheet partially based on Hein's fundamental questions that underpin a

constructivist exhibition (Hein 1998, 196). The worksheet aimed to ground the theory in

practice by prompting team members to consider the ways in which the specificcomponents that they were responsible for performed certain functions, and thus, created

deliverables that fit within a constructivist and socio-cultural paradigm. The worksheets

were completed by the separate teams with assistance from PMT at a team meeting on

February 24th. The completion of the worksheets was followed by a group discussion. The

Project Manager used the completed worksheets and the results from the group discussion

to draft the project's statement on learning theory and the chart showing how each

deliverable related to the appropriate theories. On April 13th, the worksheets were

revisited at an all-team meeting in order to further consider how the project components

related to theories. Any set of questions also prompted the teams to think about the ways

in which the theoretical paradigms could be extended given more time and resources, as

well as the limitations and problematic aspects of the paradigms. Although the Project

Manager took the lead in encouraging the development of the theoretical basis of the

project, the assistance of the Project Coordinator and Content Manager/Editor was

invaluable in coaching their teams to conceive of their work within the theoretical

framework and in maintaining team morale in the face of mind-numbing theory.

Communication Messages

Primary message: An interpretation of what we consider the student home through

the public and private space in a home as a product of globally diverse influences throughcultural exchange.

Secondary Messages:

- Cross-cultural influences- Kitchen culinary importance


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Over-arching project value: ?

Communication

messages

Learning

and social

outcomes

Context

within

project

Project

components

Target

audiences

Over-

arching

value

Primary

message

Secondary

message

Learningtheory

Project team Priorcultural/social

knowledge/context

Socio-culturalLearning/communities

of practise

Context inthe Project

PMT

DSTH

Exhibition

Team

Audience

Advocates

AudienceResearches

WebsiteResources

Learning and

Interpretation

PI/PR

Appendix of communication messages should include: communication theory

diagrams ; generic learning outcome components table, socio-cultural components table,

communication theory components table.


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COMUNICATION AND LEARNING THEORY

Hermeneutics (branch of knowledge that deals with interpretation) focuses on theinterpretive strategies employed by people to make sense of their experience includingmuseum experience. Exhibitions have the responsibility of producing an exhibition which

has identified and researched its intended audiences and which is designed with the results

of this research in mind. (Hooper-Greenhill, E., 1994. Education, Communication andinterpretation: towards a critical pedagogy in museums in Hooper-Greenhill E., ed., The

Educational Role of the Museum, New York & London)

Hopper-Greenhill: Point that even if not outwardly put states that communication as a

process, is always implicit in the way in which museums operate, in their audiencerelationship, in the composition of their exhibition team. Thus whatever is decided must be

in sync with the other teams in the project particularly between the Exhibition team, theWeb Teams production, the Events and Public Information Team. Each team can adapttheir method to their particular role but has to be aware of what communication technique

is being used by the others this is why there are common communication messages. Musttake into consideration that the Student Home is Subject to Interpretation.

Communication Theory

1. Transmission approach most known by museum people. Debate betweenCameron (1968) and Knez and Wright (1970), about how to understand

communication in museums: discussion of communication as information-processing in relation to computer technology. R. Miles (1985), Bicknell (1995) and

McManus (1991) were all concerned with sending of information from one party to

another to improve effectiveness in mass communication. This is a stimulus

response view of education that understands knowledge as external to the learner

and sees the task of teaching as that of imparting information efficiently (Hein,

1998).

Main communication model until recently; saw itself as a practical art in a

practical context. Hooper-Greenhill criticizes this system saying that individualsare seen as atomistic (self-contained) functional cogs within the social machine.

Indeed, this model sees communication as a process of imparting information

and sending messages, transmitting ideas across space from a knowledgeableinformation source to a passive receiver.


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2. The Cultural communication model understands communication as a society-wideseries of processes and symbols through which reality is produced, maintained,

repaired and transformed. Directly related to interpretation. The cultural approach

says that reality is not found in tact but is shaped through a process of continuous

negotiation, calling on your prior experiences with the framework of interpretativecommunities. The whole interpretative process is thus bound to communication.

Culture is impossible without communication - here communication is understoodas a process of sharing, participation and association communion, community.

Learning Theory

Hein G.E. Learning in Museum, (London, 1998)

An educational theory requires a theory of knowledge, a theory of learning and a

theory of teaching (p. 16). Theory of knowledge and of learning about how a museum

functions as an educational institution.

Dewey argued that knowledge depended more on practical experience and the application

of ideas to action, than to a verbal description of truth (P. 18)


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Theories of learning can also be organized on a continuum (P. 21). On one end wecan consider a transmission/absorption notion of learning, on the other hand we can

consider that the learner plays an active role, which involves making sense out a range ofphenomena presented in the mind.Point that more attention must be paid to the learner if

we consider that learning is active, which includes the key decision of who the audience isfor our project. What are the characteristics of the learner?

Didactic Learning Theory

Museums organized on didactic, expository lines will have: (P. 27)

- Exhibitions that are sequential, with a clear beginning and end, and an intendedorder.

- Didactic components (labels, panels) that describe what is to be learned from theexhibition.

- A hierarchical arrangement of subject from simple to complex- School programs that follow a traditional curriculum from simple to complex- Educational programs with specified learning objects determined by the content to

be learned.

In addition to telling a story with a beginning and an end a story with a specific theme didactic exhibitions make some claim that the story they are telling is true.

Stimulus-response Learning Theory


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This is an educational position that shares a learning theory with the didactic approach,

but makes no claims for objective truth of what is learned.

Museums organized on stimulus-response are very similar to didactic. Characterized

- didactic components that describe what is to be learnt but the exhibition- sequential exhibitions with beginning and end- impress the stimulus of the learner and award appropriate responses

Discovery learning Theory

Complicated because even in simply didactic situations, individual learners discover things.

concept that learners undergo changes as they learn, change the way their minds work as

they learn..-Active learning, hands on, recent literature has stresses a minds-on. Involves active

participation of the learner. Since Museums value objects, learning through objects and

discovery learning seems natural approach to these institutions.

Problem: the further to the right we move on the learning theory continuum, the less likely

we can expect learners to reach predetermined outcomes as if they are fully constructingtheir own learning. This is appropriate for a science museums where scientific certain

outcome of experiment can be approached.

Museums organized on discovery learning will have:

- exhibitions that allow exploration, probably including going back and forth amongexhibition components

- a wide range of active learning modes- didactic components that ask questions- prompt visitors to find out for themselves- some means for the visitors to access their own interpretation against correct

interpretation of the exhibition

- school programs that engage students in activities intended to lead them toaccepted conclusions

- workshops for adults that offer expert testimony and other forms of evidence forcontemplation and consideration..

Constructivist learning Theory

learning is active and involves the internalization of a complete schema rather than asequential step-by-step process

that learning requires active participation of the learner in both the way that the mind is

employed and in the product of activity, the knowledge that is acquired (P. 34)


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Active participation of the learner:

1. Interact with the world, manipulate it, reach conclusions, experiment giving a rangeof possible results.

2. Conclusions reached by learners are not validated by whether or not they conformto some external standard of truth but whether they make sense in the constructed

reality of the learner: does not matter if they match the truth.

A constructivist exhibition, like one based on discovery learning, will provide

opportunities for visitors to construct knowledge(P. 35). But in addition, it will provideopportunities for visitors to construct knowledge. But in addition, it will provide some way

of validating visitors conclusions, regardless of whether they match those intended by the

curatorial staff.

A constructivist exhibition:

- Will have many entry points, no specific path and no beginning or end;- Will provide a wide range of active learning modes- Will present a range of points of view- Will enable visitors to connect with objects through a range of activities and

experiences that utilize life experiences

- Will provide experiences and materials that allow students in school programs toexperiment, conjecture and draw conclusions.

Note that there are more learning theories. For further quick information see:http://www.learning-theories.com/
http://www.learning-theories.com/http://www.learning-theories.com/http://www.learning-theories.com/

17 - Team Progress - PMT

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