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VGC and museum learning



      Giasemi Vavoula

    University of Leicester
       gv18@le.ac.uk
Learning

  Historically accounts of learning evolved:
     Behaviourist accounts: teacher has active, direct role
      and controls pace, sequence and content.
     Cognitive accounts: cognitive structures constructed by
      individual learner
        Trivial constructivism: construction of correct representations
        Radical constructivism: knowledge in the construction
        Postmodern constructivism: knowledge in the social, not in the
         individual
Learning

  Piagets socio-cognitive conflict theory
     Contradiction between current understanding and
      (social) experience in the world  disequilibrium 
      person questions beliefs and tries out new ideas.

  Vygotskys socio-cultural theory
     Learning and development take place in dynamic socio-
      culturally shaped contexts; are mediated by tools and
      signs; and lead to the internalisation of social
      interactions.
Learning

  Social-constructivist learning:
     The appropriation of socially derived forms of
      knowledge that are not simply internalised over time
      but are also transformed in idiosyncratic ways in the
      appropriation process (Palinscar 1998)
     Occurs through processes of interaction, negotiation,
      and collaboration (ibid)
Social Constructivism

  What it means for education (Palinscar 1998):
    Active students, explaining ideas to one
     another, discussing disagreements, cooperating to solve
     complex problems
    Teachers participate in the design and facilitation of
     these activities
    Assessment is dynamic, providing prospective measure
     of performance, indicating developing abilities, and
     predicting future individual performance
Social Constructivism

  Resonance with museum learning / visitor studies literature
     Visitors social agenda: motivations to attend to both social and
      exhibit contexts (McManus 1987)
     Social interaction facilitates experiential learning by helping learner
      become conscious of and reflect upon experience (Litwak 1992)
     Visitors actively negotiate exhibit meaning through talk with
      companions (Silverman 1990)
     Cohesive, intimate visitor groups read more (labels) and talk more at
      exhibits (McManus 1988)
     Museum communications [are not] made to an individual  They are
      made to distinctive groups of people and the behaviour of these
      groups affects the individuals within them (McManus 1988, p.43)
     Designers are a part of the communication situation at exhibits and
       a part of a social situation in which people pass and construct
      messages to each other (ibid p.40)
cognitive
                        engagement                                        academic
                                                                          non-academic
                   Theorising
deep learning




                   Applying

                   Relating

                   Explaining

                   Describing
surface learning




                   Note-taking

                   Memorising                                          teaching
                              Learner                          Learner method
                              passive                            active

                     Good teaching is getting most students to use the higher
                     cognitive level processes that the more academic students
                     use spontaneously (p. 58)                                (Biggs 1999)
Pedagogy 2.0
 [allows] learners  the freedom to decide how to engage
  in personally meaningful learning through
  connection, collaboration and shared knowledge building
  (McLoughlin & Lee)

 Changing conceptions and forms of:
    Content
    Curriculum
    Communication
    Process
    Resources
    Scaffolds
    Tasks
Critical success factors
  To enable significant pedagogical change through
   Web 2.0 integration (Cochrane 2012):
    Pedagogical integration of technology into course
     and assessment
    Lecturer modelling of pedagogical use of tools
    Create supportive learning community
    Appropriate choice of technology
    Technological and pedagogical support
    Sustained interaction that facilitates
     ontological shifts for all involved, including
     reconceptualising the roles of
     teachers, learners and technology
emotional, sensory-perceptual,
   cognitive engagement                                          focused (Falk et al.
                                                                 2010), goal-oriented (Bitgood
engage




          Interpreting
                                                                 2010), expert visitor (Simon

          Synthesising                                           2010)
                                                                 un-focused (Falk et al.
          Analysing                                              2010), stimulus-oriented
                                                                 (Bitgood 2010), casual visitor
          Discussing
focus




                                                                 (Simon 2010)

          Touching

          Taking photos
          Looking/
Capture




          listening                                                      visitor
                          Visitor                           Visitor    experience
                         passive                            active

               Good visitor experiences get most visitors to use the higher
               engagement level processes that the more focused visitors
               use spontaneously
Visitor                         Generated                               Content (What)
    (Who)               (How)         (Where)        (When)              Media             Type
Individual       Author / create     On-         Before           Text             Keywords/tags
                                     (web)site
Group - self-    Expand /            Off-        During           Photos/images    News/events
organised        augment / edit      (web)site
Group -          Discover / share               After            Video            Views/opinions
assigned
Event attendee   Remix                           Irrespectively   Audio            Votes
Workshop         Judge                                           Polls/rating     Feedback
participant                                                       scales
Frequent         Perform / do                                     Code             Knowledge/info
Invited          Play                                             Paper            Advice
Friend                                                                           Questions
Casual                                                                             Real/virtual
                                                                                   objects
Stakeholder                                                                        Messages
                                                                                  Performance/
                                                                                   actions
                                                                                   Games
                                                                                   Context /
                                                                                   location
Conclusion

  Weave VGC into the fabric of visitors social
   context

  Scaffold and embed into visiting experience

  Align with visitors and institutional social
   agendas

More Related Content

Visitor-Generated Content and Learning

  • 1. VGC and museum learning Giasemi Vavoula University of Leicester gv18@le.ac.uk
  • 2. Learning Historically accounts of learning evolved: Behaviourist accounts: teacher has active, direct role and controls pace, sequence and content. Cognitive accounts: cognitive structures constructed by individual learner Trivial constructivism: construction of correct representations Radical constructivism: knowledge in the construction Postmodern constructivism: knowledge in the social, not in the individual
  • 3. Learning Piagets socio-cognitive conflict theory Contradiction between current understanding and (social) experience in the world disequilibrium person questions beliefs and tries out new ideas. Vygotskys socio-cultural theory Learning and development take place in dynamic socio- culturally shaped contexts; are mediated by tools and signs; and lead to the internalisation of social interactions.
  • 4. Learning Social-constructivist learning: The appropriation of socially derived forms of knowledge that are not simply internalised over time but are also transformed in idiosyncratic ways in the appropriation process (Palinscar 1998) Occurs through processes of interaction, negotiation, and collaboration (ibid)
  • 5. Social Constructivism What it means for education (Palinscar 1998): Active students, explaining ideas to one another, discussing disagreements, cooperating to solve complex problems Teachers participate in the design and facilitation of these activities Assessment is dynamic, providing prospective measure of performance, indicating developing abilities, and predicting future individual performance
  • 6. Social Constructivism Resonance with museum learning / visitor studies literature Visitors social agenda: motivations to attend to both social and exhibit contexts (McManus 1987) Social interaction facilitates experiential learning by helping learner become conscious of and reflect upon experience (Litwak 1992) Visitors actively negotiate exhibit meaning through talk with companions (Silverman 1990) Cohesive, intimate visitor groups read more (labels) and talk more at exhibits (McManus 1988) Museum communications [are not] made to an individual They are made to distinctive groups of people and the behaviour of these groups affects the individuals within them (McManus 1988, p.43) Designers are a part of the communication situation at exhibits and a part of a social situation in which people pass and construct messages to each other (ibid p.40)
  • 7. cognitive engagement academic non-academic Theorising deep learning Applying Relating Explaining Describing surface learning Note-taking Memorising teaching Learner Learner method passive active Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously (p. 58) (Biggs 1999)
  • 8. Pedagogy 2.0 [allows] learners the freedom to decide how to engage in personally meaningful learning through connection, collaboration and shared knowledge building (McLoughlin & Lee) Changing conceptions and forms of: Content Curriculum Communication Process Resources Scaffolds Tasks
  • 9. Critical success factors To enable significant pedagogical change through Web 2.0 integration (Cochrane 2012): Pedagogical integration of technology into course and assessment Lecturer modelling of pedagogical use of tools Create supportive learning community Appropriate choice of technology Technological and pedagogical support Sustained interaction that facilitates ontological shifts for all involved, including reconceptualising the roles of teachers, learners and technology
  • 10. emotional, sensory-perceptual, cognitive engagement focused (Falk et al. 2010), goal-oriented (Bitgood engage Interpreting 2010), expert visitor (Simon Synthesising 2010) un-focused (Falk et al. Analysing 2010), stimulus-oriented (Bitgood 2010), casual visitor Discussing focus (Simon 2010) Touching Taking photos Looking/ Capture listening visitor Visitor Visitor experience passive active Good visitor experiences get most visitors to use the higher engagement level processes that the more focused visitors use spontaneously
  • 11. Visitor Generated Content (What) (Who) (How) (Where) (When) Media Type Individual Author / create On- Before Text Keywords/tags (web)site Group - self- Expand / Off- During Photos/images News/events organised augment / edit (web)site Group - Discover / share After Video Views/opinions assigned Event attendee Remix Irrespectively Audio Votes Workshop Judge Polls/rating Feedback participant scales Frequent Perform / do Code Knowledge/info Invited Play Paper Advice Friend Questions Casual Real/virtual objects Stakeholder Messages Performance/ actions Games Context / location
  • 12. Conclusion Weave VGC into the fabric of visitors social context Scaffold and embed into visiting experience Align with visitors and institutional social agendas