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Moving from Downloads to Uploads: Towards an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators
Museums and the Web 2016Thursday, April 7, 2016Paper: s.si.edu/MWXX
Darren MilliganSmithsonian Center for Learning and Digital AccessSmithsonian [email protected] / @darrenmilligan / #MWXX
“All animals download, but only a few upload anything besides shit and their own bodies.”
“All animals download, but only a few upload anything besides shit and their own bodies.”
“Understanding and consuming culture requires great skill (ask anyone who has taught a child to read), but failing to move beyond downloading is to strip oneself of a defining constituent of humanity.”
“All animals download, but only a few upload anything besides shit and their own bodies.”
“Understanding and consuming culture requires great skill (ask anyone who has taught a child to read), but failing to move beyond downloading is to strip oneself of a defining constituent of humanity.”
“Let us not forget that the word culture derives from the same root as the words cultivation and agriculture, so to speak of the culture machine as growing and evolving through encouraging uploading is no oxymoron.”
So, Why Should I Care About Teachers?
Source: https://learninglab.si.edu/resources/view/142928
The Modern Museum As Educational Institution
So far it has been assumed that the students will go to the museum. This is to a great extent desirable, for they should become familiar with the interior of this building as early as possible, but some of the material would be of more practical use if it could be handled in the school class room. (Farnum, 1919, p. 195)
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/
Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/
… the materials in the lending collections are functioning, educationally, to better advantage than do many of the class trips to museums simply because the teacher receives her material when she needs it and when it fits into the work being done. (Peters, as quoted in Wolfrom, 2010)
Research on Teacher Use of Digital Museum Resources
Council of Australasian Museum Directors: Museum and education digital content exchange
Research on teacher use of digital museum resources
Council of Australasian Museum Directors: Museum and education digital content exchange1. Adopt a standardized way of describing digital based
upon a museum standard2. Provide open and consistent licenses for educational
purposes3. Encourage collaborative online environments that
enable customization4. Offer support and models of effective educational use
of museum digital collections
Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachers
Research on teacher use of digital museum resources
Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachers1. Put lesson plans in downloadable/customizable formats
(match format to actual classroom usage: PowerPoint for high school, illustrated workbooks for lower grades)
2. Expand target audiences to include PreK–3 3. Create new lessons in topics closely aligned to teacher
needs, including those with a cross-disciplinary focus (e.g., using art to teach math)
Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachersRecommendations for the artwork content include:
1. Add information on the artist, time periods, and genres in which the work was created
2. Include information written with teachers in mind3. Provide flexible image viewing opportunities, including
for download at print size
Digital Public Library of America: “Using large digital collections in education: Meeting the needs of teachers and students”
Research on teacher use of digital museum resources
Digital Public Library of America: “Using large digital collections in education: Meeting the needs of teachers and students”1. Develop curated primary source sets 2. Build a network of teachers to create and review sets3. Offer users tools to curate their own sets4. Support a community of practice through education
outreach, regular meetings, and networking opportunities
Smithsonian Digital Learning Resources Project
Research on teacher use of digital museum resources
Smithsonian Digital Learning Resources Project1. Improve search with tools like autocomplete/spelling
assist2. Provide scannable grade-level and subject information3. Offer resources from a wide variety of sources4. Publish educational resources that are interdisciplinary
and/or multidisciplinary, connected to students’ interests, aligned to teaching standards, adaptable, and downloadable
5. Build platforms that contain tools for student interaction with the resources, a wide variety of sharing options, and the ability to save and structure resources for later review/use
Teachers As Instructional Designers
Teachers as Designers of Technology Enhanced Learning
Teachers As Instructional Designers
Teachers as Designers of Technology Enhanced LearningEnactors: teachers discover and use ready-made or ready-to-teach resources, making small adjustments only after students have responded.
Re-designers: teachers pre-adapt existing materials beyond simple reactive tweaks
Co-designers: teachers work collaboratively to develop completely novel learning activities
McKenney Ecological Framework
Teachers As Instructional Designers
McKenney Ecological Framework What fundamental knowledge is requiredWhy certain things should be developed and implementedHow to develop and implement themWhen to act or implement tools and techniquesWhom to consult for optimal design and implementationWhere the design should be implemented
Integration of Technology, Pedagogy, and Content Knowledge
Integration of Technology, Pedagogy, and Content Knowledge
Technological Pedagogical Content Knowledge (TPACK) framework. Reproduced by permission of the publisher, © 2012 by tpack.org.
So, Why Should I Care About Teachers?
So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad. But how do I understand them, their knowledge, experience, and abilities to make use of what I offer?
So, Why Should I Care About Teachers?
OK, I get it. Teachers are rad. But how do I understand them, their knowledge, experience, and abilities to make use of what I offer?
Could I use this understandingto impact my practice?
Instrument Development:Smithsonian Learning Lab
Instrument Development:Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy2. Knowledge and self-efficacy in design practices3. Depth and frequency of the use of digital and digitized resources
for instruction
Instrument Development:Smithsonian Learning Lab
1. Self-efficacy in the integration of technology into pedagogy(using the TPCK-Web Self Efficacy Framework)
2. Knowledge and self-efficacy in design practices(using the McKenney Ecological Framework and the Cviko, McKenney, and Voogt user roles)
3. Depth and frequency of the use of digital and digitized resources for instruction(using the TIDSR Survey on the Use of Digitised Resources)
learninglab.si.edu
learninglab.si.edu
High vs. Low Self-efficacy:
High vs. Low Self-efficacy:
High: Users can take advantage of more complex tools/platforms, so institutional efforts could focus on improving quantity, quality, variety, and accessibility of digital museum resources, than on developing applications of these resources (i.e. lesson plans)
High vs. Low Self-efficacy:
Low: Users may need additional assistance and PD in using these resources as well as accessible best practices from museum educators on using them within the classroom.
Museums hold in trust an endless supply of ideas, visions, and human mysteries to be unlocked for audiences of all kinds. It may be true that none of the museum’s several audiences is more frustrating or more difficult, but it is also clear that none is more important than teachers, none more worthy of all the energy, imagination, and intelligence the museum can command. (Newsom & Silver, 1978, p. 470)
Thank You
Paper / Survey Instrument s.si.edu/MWXX
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