scholarly journals Role of Museums in Education

Author(s):  
Jahangeer . ◽  
Abduraheem K ◽  
Mohammad Nooruddin Ansari

Museums play very important role in the education, because every museum contains the collection in the form of tangible and intangible heritage. If we talk about tangible heritage then we can include coins, pottery, metal, wooden material etc. and in intangible heritage we can consider craftsmanship, skill demonstration, folk theatre etc., but museums not only preserve the cultural objects but also exhibit to them and museums provide the facilities to the students, and researcher so that these user can use the museum's collection for education purpose. If we teach to the student through object then student can understand easily and he can perceive the concept of object therefore we should visit the museum to students or researchers so that they can research on the original object and there are many more methods of education which can be adopted by the museum for providing the learning opportunities to user. In this paper we will describe some tools and techniques used in the museum that help in giving education.

2010 ◽  
Vol 11 ◽  
pp. 1-10
Author(s):  
Mumtaz A. Anwar

Discusses characteristics and significance of indigenous knowledge; reviews the process of capturing and preserving IK; analyses the existing information management literature on IK; examines the role of information management in IK in light of reported experience, especially in Africa and Australia; proposes that information management discipline review its curricula to accommodate areas needed, and work for the development of tools and techniques for IK management.


Author(s):  
Jordi Ferrer-Peris ◽  
Juan Carlos Colomer-Rubio

The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students.  Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.


2021 ◽  
Vol 13 (3-2) ◽  
pp. 410-425
Author(s):  
Denis Ignatyev ◽  
◽  
Anastasia Nikiforova ◽  

The article is devoted to the study of the problem of alienation of culture in a modern museum and the processes of actualization of objects and phenomena of history in the space of the paramuseum. In the center of the author’s attention is the theme of creating the illusion of existential comfort. It explores the contradiction between the need for museification of culture in order for a modern person to be able to appeal to it when building one’s own identity, and the constant desire to place the culture of the past on a safe reservation. The issue of aestheticization of cultural objects in the museum space and the role of a museum in interpreting, preserving and distorting their meaning is raised. The museum, created as a repository of antiquities, a collection of masterpieces, today has become the most sensitive system that responds to changes in the life of culture and society. An axiological analysis of modern museums shows their growing popularity as an element of the entertainment industry, while their aesthetic, analytical, and intellectual role is becoming obscure. Respect for the museum as a keeper of cultural memory, for the focus of scientific life is disappearing. Instead, a simplified “attraction museum” and paramuseum is coming to the fore, creating endless games with historical objects, reconstructions, visitors and interpretations of the events of history and culture. The authors of the article are among the first to turn to the concept of “paramuseum” and give it a comprehensive assessment. For the first time, a scientific classification of paramuseums (on the example of paramuseums of northwestern Russia) is proposed. Their main features and characteristics are identified. A synergistic approach to the processes of actualization and alienation of cultural objects in the museum environment made it possible to include the viewer, the recipient, as the third, necessary component of this system. This made it possible to conclude that museum values are alienated or updated not by themselves, but only in relation to the “person watching.” Thus, modern museums and paramuseums are a form of value-based self-consciousness of society, demonstrating the total stratification of post-culture society, its fragmentation into value clusters that can represent culture as a whole only in the process of analytical consciousness, but not in the collection of subject series.


1980 ◽  
pp. 206-212
Author(s):  
Ralph L. London ◽  
Lawrence Robinson

Themes and examples examined in this chapter discuss the fast growing field of visualization. First, basic terms: data, information, knowledge, dimensions, and variables are discussed before going into the visualization issues. The next part of the text overviews some of the basics in visualization techniques: data-, information-, and knowledge-visualization, and tells about tools and techniques used in visualization such as data mining, clusters and biclustering, concept mapping, knowledge maps, network visualization, Web-search result visualization, open source intelligence, visualization of the Semantic Web, visual analytics, and tag cloud visualization. This is followed by some remarks on music visualization. The next part of the chapter is about the meaning and the role of visualization in various kinds of presentations. Discussion relates to concept visualization in visual learning, visualization in education, collaborative visualization, professions that employ visualization skills, and well-known examples of visualization that progress science. Comments on cultural heritage knowledge visualization conclude the chapter.


2020 ◽  
pp. 274-288
Author(s):  
Jennifer Snodgrass

The learning curve is quite large when moving from the role of a graduate student to the role of a faculty member in academia. Preparation to move into full-time academia begins during one’s time in graduate school, and factors such as finding the right adviser and taking advantage of opportunities in research and teaching are imperative for success. Understanding the first steps in academia helps new PhD students not only to find the right position by creating a curriculum vitae and attending conferences, but also to the importance of surrounding oneself with a supportive network of scholars. A supportive environment embraces questions and celebrates both the successes and the learning opportunities that come from challenges that new faculty may face.


Author(s):  
Margaret Rasulo

The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and its online communities offer new learning opportunities for many who cannot attend full-time, residential training sessions or higher education courses. Web-based course delivery affords these students and professionals the opportunity to work together, “anytime, anywhere,” exchanging information, resources, expertise, without leaving their homes or their jobs


Author(s):  
René Belderbos ◽  
Christoph Grimpe

Abstract We suggest that the benefits of learning in international value chains for firms’ innovation performance are heterogeneous and depend on the specific source of learning (customers, suppliers, or competitors), whether these sources are based in countries that are technologically advanced or less advanced (learning opportunities), on technology leadership (learning capabilities) on the part of the focal firm, and on the simultaneous learning that occurs from domestic firms. Using direct survey evidence on learning and innovation by German firms, we confirm that technology leaders benefit from advanced foreign customer and supplier learning, that technology laggards benefit from less advanced foreign customer learning and advanced foreign competitor learning, and that both leaders and laggards benefit from domestic customer learning. The findings suggest a tradeoff between the opportunities to learn from foreign or domestic customers.


ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 92-113 ◽  
Author(s):  
Nasser Jabbari ◽  
Zohreh R. Eslami

AbstractThis review examines the second language acquisition (SLA) literature with regard to the role of “massively multiplayer online games” (MMOGs) in second language (L2) learning. It focuses on commercially developed off-the-shelf (COTS) MMOGs only (some of them modified for educational purposes such as Reinders’ & Wattana’s work). It surveys the current empirical research to find out which aspects of L2 learning have been investigated, how they were studied, and what the findings suggest in relation to L2 learning opportunities and outcomes within and beyond MMOG contexts. We synthesized the findings of 31 studies reporting empirical evidence about the role of MMOGs in L2 learning. We observed that the empirical research in this area is mainly qualitative and that L2-related motivational and affective factors, L2 vocabulary, and learners’ communicative competence (or discourse management strategies) are the most widely investigated topics. Based on the findings, our paper presents a model that depicts hypothetical interrelationships among (a) MMOG designed settings, (b) the social and affective affordances provided in these settings, (c) L2 learning opportunities, and (d) the L2 learning outcomes achieved. We conclude that MMOGs provide socially supportive and emotionally safe (i.e. low-language-anxiety) environments that afford multiple opportunities for L2 learning and socialization, which, in turn, help L2 learners to enrich their L2 vocabulary repertoire and enhance their communicative competence in the target language.


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