Designs for learning in museum contexts

Insulander, Eva; Selander, Staffan

doi:10.16993/dfl.21

Cited by 12 publications

(5 citation statements)

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“…We adopt multimodal social semiotics both as methodological and interpretive approach to drawings, aligning with several other methodologically similar research projects (Lancaster, 1999;Kress et al, 2001;2005;Kress and Selander 2012;Insulander and Selander 2009;Diamantopoulou in prep). This approach enables us to treat drawings as a set of data sufficient for recovering the children's 'assessment of the environment of communication' (Kress 2013: 132).…”

Section: Methodological and Interpretative Considerationsmentioning

confidence: 99%

“…In the field of informal learning, a similar interest in visual methodologies and tools emerged, marked by the use of drawings (Coe 1983), visual journals and digital photography (Kirk 2014;Dockett et al 2011;Fasoli 2003). Drawings in particular have been used for evaluating museum educational programmes and museum exhibits (Diamantopoulou 1997;2007;Nicol and Hornecker 2012;Studart 2000), assessing children's understanding, perceptions and memories of the museum space (Moussouri 1997;Piscitelli et al 2003), and exploring children and adults' meaning making (Insulander and Selander 2009;Kress 2010;Diamantopoulou et al 2012).…”

Section: Introductionmentioning

confidence: 99%

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Children’s ‘eye views’ of an archaeological site: A multimodal social semiotic approach to children’s drawings

Diamantopoulou¹,

Christidou²

2018

Mus. Soc.

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This paper presents eight-year-old children's 'eye views' of the archaeological site of the Agora in Athens, Greece, based on drawings made during an educational programme on site. Complementing a significant body of research on drawings, we introduce a multimodal social semiotic perspective to explore drawings as 'designed' accounts of children's 'eye views'. We argue that each account arises as an agentive response to their interests and prompts in the environment framing their experience, such as features of the site and the educational programme. Based on four drawings, we identify salient elements of children's experience in their representations which we analyze as material realizations of (i) their interests and agency, (ii) their visual and embodied engagement with the archaeological site, and (iii) the framing of the educational task and overall programme. Our findings contribute to research on the importance of the visual in learning.

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Section: Methodological and Interpretative Considerationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Children’s ‘eye views’ of an archaeological site: A multimodal social semiotic approach to children’s drawings

Diamantopoulou¹,

Christidou²

2018

Mus. Soc.

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“…Прикупљање публикација, фотографисање са експонатима, као и куповина сувенира из музејске продавнице могу се сматрати знаковима интересовања за изложбу. У том смислу, под термином учење не подразумева се само учење нових чињеница или вештина, већ и формирање идентитета и представљање сопства (Insulander & Selander 2010).…”

Section: образовна улога музејаunclassified

Virtual Art Museum as Educational Content Ict in Teaching Fine Arts (Theoretical Aspect)

Mitrović¹

2020

Nauka I Nastava U Vaspitno-Obrazovnom Kontekstu

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The educational goal of teaching fine arts is to adopt visual literacy and visual expressiveness. Learning by means of information and communication technologies (ICT) involves the use of digital devices for the effective and creative extension of knowledge. The production of electronic educational materials is increasing daily, and thanks to the Internet, it is available on almost all ICT devices. In this paper virtual museums are presented as educational contents of ICT in the teaching of fine arts, as well as their method of application in teaching. The contents presented by virtual museums provide an interactive and non- interactive method of learning and exploration. The interactive educational content of virtual museums is often in the form of educational applications or websites that can be found on ICT and have well-intended educational goals. The contemporary approach and use of ICT in the teaching of fine arts provides new learning opportunities that focus on the aesthetic experience and theoretical aspect of visual content. Given that it takes less time to adopt pictorial content than to adopt verbal content, today’s approach to fine arts education involves the use of ICT.

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“…Selander describes design sequences as a general approach to modeling semi‐formal and formal learning processes. Learning takes place when a learner engages with a situation, tries various solutions derived through creative or other means, and creates an artifact (a sign, or representation) of learning (Insulander and Selander, 2009).…”

Section: What Is a Collaborative Learning Community?mentioning

confidence: 99%

Creating a collaborative learning community in the CIS Sandbox

Frydenberg

2013

Interactive Technology and Smart Education

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PurposeThe purpose of this paper is to investigate the impact of transforming a traditional university computer lab to create a collaborative learning community known as the CIS Sandbox, by remodeling a physical space and supporting it with a virtual presence through the use of social media tools. The discussion applies Selander's “designs for learning” to frame learning experiences in the CIS Sandbox.Design/methodology/approachTo determine attitudes toward learning in such an environment, students who staffed and visited the physical space during its first semester completed a voluntary survey. The study investigated attitudes of visitors toward both classroom and extracurricular technology learning; participants also shared their views on the effect of creating a collaborative physical learning environment, and the extent to which they also made use of its online presence.FindingsProviding both classroom assistance as well as a space for exploring technology, coupled with a focus on blogs and social media, creates interest in IT among students and contributes to student learning. It also creates an opportunity to foster entrepreneurship among student workers who manage these tools as part of the day‐to‐day operation of the facility.Research limitations/implicationsThe study presents one implementation of a collaborative learning community formed in a renovated computer lab after a preliminary start‐up period and considers signs for learning based on its activities.Practical implicationsThis study presents an innovative model for administering a computer lab, focused on new technologies and peer learning. This approach fosters a sense of entrepreneurship among student workers.Originality/valueWhile many have studied learning space design and features for promoting collaborative learning, this study also describes a virtual presence that extends the lab's services by providing online resources.

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Designs for learning in museum contexts

Cited by 12 publications

References 12 publications

Children’s ‘eye views’ of an archaeological site: A multimodal social semiotic approach to children’s drawings

Children’s ‘eye views’ of an archaeological site: A multimodal social semiotic approach to children’s drawings

Virtual Art Museum as Educational Content Ict in Teaching Fine Arts (Theoretical Aspect)

Creating a collaborative learning community in the CIS Sandbox

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