Design for Mobile Learning in Museums

This chapter discusses the design challenges of mobile museum learning applications. Museums are undoubtedly rich in learning opportunities to be further enhanced with effective use of mobile technology. A visit supported and mediated by mobile devices can trigger the visitors’ motivation by stimulating their imagination and engagement, giving opportunities to reorganize and conceptualise historical, cultural and technological facts in a constructive and meaningful way. In particular, context of use, social and constructivist aspects of learning and novel pedagogical approaches are important factors to be taken in consideration during the design process. A thorough study of existing systems is presented in the chapter in order to offer a background for extracting useful design approaches and guidelines. The chapter closes with a discussion on our experience in designing a collaborative learning activity for a cultural history museum.

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Comparative chemical investigations of alum treated archaeological wood from various museum collections

Heritage Science ◽

10.1186/s40494-021-00517-0 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Jeannette Jacqueline Łucejko ◽

Caitlin M. A. McQueen ◽

Malin Sahlstedt ◽

Francesca Modugno ◽

Maria Perla Colombini ◽

...

Keyword(s):

Cultural History ◽

Inorganic Compounds ◽

Treated Wood ◽

Chemical Degradation ◽

General Level ◽

History Museum ◽

X Ray ◽

Archaeological Wood ◽

Alum Treatment ◽

Swedish History

AbstractFrom the mid-1800s to the late 1960s, conservation by alum salts (KAl(SO4)2·12H2O—potassium aluminium sulphate), using various recipes, was a common method to prevent shrinkage and to strengthen waterlogged archaeological wooden objects. This method was mainly used in Scandinavia. The alum method appears to have also been applied to highly degraded archaeological waterlogged wood in other countries, for example in the U.S and Germany. Today, many of the archaeological wooden objects treated with alum show extreme deterioration and very low pH, which are attributed to the effects of the alum-treatment. This study investigated the extent of the current levels of chemical degradation in wooden objects conserved with alum salts at different points in time (1880s, 1930s and 1905–13) in order to understand their current condition and whether extent of degradation was in any way related to time of treatment, in an attempt to understand the rate of degradation. It was also an opportunity to compare the chemical state of preservation of alum-treated wood from different collections, as only the Oseberg collection has been intensively studied in this way up until now. Samples from historical wooden objects from the following collections were investigated and compared: the Dejbjerg collection (National Museum of Denmark in Copenhagen); the Oseberg collection (Museum of Cultural History, Oslo, Norway); the Glimmingehus collection (Swedish History Museum, Sweden). Analyses of lignocellulosic polymers and of inorganic compounds were undertaken to evaluate the chemical preservation of the wooden objects. The investigations were performed using a multi-analytical approach which consisted of: pH measurements, analytical pyrolysis (Py-GC/MS), X-ray diffraction (XRD) and scanning electron microscopy with energy-dispersive X-ray spectroscopy (SEM–EDS). It was possible to link the extent of degradation with time, on a general level but we found a great variability in the state of preservation of the wood also within the same collection. It is clear, however that alum-treated wood is more degraded than archaeological wood not treated with alum.

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COLLABORATORS AND HECKLERS: Performative Pedagogy and Interruptive Processes

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.11.1.5 ◽

2017 ◽

Vol XI (1) ◽

pp. 33-71

Author(s):

Lee Campbell

Keyword(s):

Life Experiences ◽

Real Life ◽

Learning Activity ◽

First Year ◽

Art Practice ◽

Teaching Session ◽

Performative Pedagogy ◽

Effective Use ◽

Collective Survival ◽

Activity Design

Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.

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Se, tale, høre – oplevelsens kunst

Nordisk Museologi ◽

10.5617/nm.3487 ◽

1970 ◽

pp. 31

Author(s):

Bruno Ingemann

Keyword(s):

Cultural History ◽

Art History ◽

Fine Arts ◽

Video Camera ◽

History Museum ◽

Starting Point ◽

Functional Context

See, talk, listen – the art of experience This article presents the manner in which two informants experience an exhibition of the works of a well known Danish painter, Ole Sporring. One of the informants, Jakob (27), wears a small video camera on his head which records his walk through the exhibition, looking at the paintings and talking with his companion, Gunnar (55). Ingemann states that he has used this method in video-walks previously in the context of a cultural history museum (Ingemann 1999). A painting can be seen as an object taken from one functional context – the painter’s studio – and contextualised in an exhibition with others of his paintings, drawings, photographs and objects (Braxendale 1991). Csikszentmihalyi & Robinson have found four factors that are important when one encounters an art-work: the perceptual, the emotional, the intellectual and the communication dimensions. In their project 57 informants educated in the field of fine arts themselves chose the artworks they related to as prototypical examples. In my project I focused on informants who had no formal art history training and I myself selected the exhibition they would visit. My theoretical starting point differs from that of Csikszentmihalyi & Robin- son in that they focus on the art whereas I focus on the informants and their experience (Dewey 1934).

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Mobile Technology in Higher Education

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch007 ◽

2015 ◽

pp. 128-153

Author(s):

Meghan Morris Deyoe ◽

Dianna L. Newman ◽

Jessica M. Lamendola

Keyword(s):

Higher Education ◽

Instructional Strategies ◽

Mobile Technology ◽

Positive Impact ◽

Learning Opportunities ◽

Student Understanding ◽

Content Areas ◽

Prior Use ◽

Key Variables ◽

Pedagogical Goals

Innovative instructional strategies and approaches are in high demand in STEM higher education. Currently, interest lies in the integration of mobile technology within these settings to provide learning opportunities that are flexible and feasible enough to increase student understanding using critical inquiry. Although the positive impact of the use of mobile technology in many pilot settings is known, there are still numerous questions left unanswered in relation to the effectiveness of the use of mobile technology as it is replicated from developer across enthusiastic replicator use to required use. This chapter examines the replication and transferability patterns related to the use of a mobile technology device within and across multiple instructors, settings, context, and content areas. Key variables explored relate to student and instructor prior use and experience with the mobile technology, pedagogical goals, and similarly, content and context to original use.

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Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

Student-Driven Learning Strategies for the 21st Century Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1689-7.ch009 ◽

2017 ◽

pp. 125-139

Author(s):

Chee Leong Lim ◽

Siew Fun Tang

Keyword(s):

Transformative Learning ◽

Tertiary Education ◽

Learning Opportunities ◽

Learning System ◽

Learning Space ◽

Learning And Teaching ◽

E Learning ◽

Participative Learning ◽

Effective Use ◽

The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

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Advocating for Mobile Music Technology

Creative Music Making at Your Fingertips ◽

10.1093/oso/9780190078119.003.0011 ◽

2021 ◽

pp. 145-157

Author(s):

Dominic Pisano

Keyword(s):

Mobile Technology ◽

Traditional Music ◽

Learning Opportunities ◽

Music Technology ◽

Media Arts ◽

Music Classroom ◽

Mobile Music ◽

New Learning ◽

The World ◽

Selection Of

The chapter reviews the benefits of implementing mobile technology in the music classroom. Matters relating to integrating mobile devices in the traditional music rehearsal setting and addressing new learning opportunities in music and media arts are presented. A detailed schedule of a class day with incorporating music technology is offered. Strategies for financing and maintaining mobile technology, as well as ways to avoid common implementation minefields, are given. A large selection of suggested apps useful in the rehearsal space is given. Further, the chapter includes practical, real-world strategies from the field to help teachers successfully adventure into the world of mobile technology in the music classroom.

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Mobile Technology in Higher Education

STEM Education ◽

10.4018/978-1-4666-7363-2.ch026 ◽

2015 ◽

pp. 481-505

Author(s):

Meghan Morris Deyoe ◽

Dianna L. Newman ◽

Jessica M. Lamendola

Keyword(s):

Higher Education ◽

Instructional Strategies ◽

Mobile Technology ◽

Positive Impact ◽

Learning Opportunities ◽

Student Understanding ◽

Content Areas ◽

Prior Use ◽

Key Variables ◽

Pedagogical Goals

Innovative instructional strategies and approaches are in high demand in STEM higher education. Currently, interest lies in the integration of mobile technology within these settings to provide learning opportunities that are flexible and feasible enough to increase student understanding using critical inquiry. Although the positive impact of the use of mobile technology in many pilot settings is known, there are still numerous questions left unanswered in relation to the effectiveness of the use of mobile technology as it is replicated from developer across enthusiastic replicator use to required use. This chapter examines the replication and transferability patterns related to the use of a mobile technology device within and across multiple instructors, settings, context, and content areas. Key variables explored relate to student and instructor prior use and experience with the mobile technology, pedagogical goals, and similarly, content and context to original use.

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Using IT to Augment Authentic Learning

Authentic Learning Environments in Higher Education ◽

10.4018/978-1-59140-594-8.ch013 ◽

2006 ◽

pp. 172-181

Author(s):

Sandra Jones

Keyword(s):

Real World ◽

Web Sites ◽

Learning Experience ◽

Learning Opportunities ◽

Learning System ◽

Learning Activity ◽

Discussion Boards ◽

Face To Face ◽

Access Information ◽

Student Centred Learning

This chapter discusses how information technology (IT) can be used to augment the authenticity of the learning experience in student-centred learning environments. It argues that technology provides the opportunity to embed students in learning activity by bridging the gap between the “real world” and the classroom. The particular learning environment used to illustrate this is a restaurant complex with a number of outlets that was designed by the author to provide a common work environment. Using the Distributed Learning System (DLS) to which all students have access, the author was able to increase the authenticity of the “case” by first, having students access information (as employees and/or lessees’) about the commercial conditions facing the company, and its policies and practices). Second, “employees” were able to communicate through discussion boards. Third, students were able to access resources through hyperlinks to external Web sites. The author concludes that there is need for a mixture of face-to-face and virtual learning opportunities in order to add real-world authenticity to experiential learning opportunities.

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The South African Cultural History Museum Library

Art Libraries Journal ◽

10.1017/s0307472200009603 ◽

1995 ◽

Vol 20 (4) ◽

pp. 25-26

Author(s):

Annemarie Greyling

Keyword(s):

Cultural History ◽

South African ◽

The South ◽

History Museum ◽

The Public ◽

Museum Staff ◽

Independent Existence

The South African Museum (cultural history) opened in 1966 as part of the South African Museum; in 1969 it began an independent existence as the South African Cultural History Museum, with a mission to enable the ‘entire community… to enjoy and to learn about our Cape and international heritage’. The library dates back to the opening of the museum, and now comprises some 12,000 books, 900 pamphlets, and 190 current journals on art related topics. Although the library exists primarily to serve the museum staff, it is open to the public and is well used by students.

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