Experimental zones: two cases of exploring frames of participation in a dialogic museum

Smørdal, Ole; Stuedahl, Dagny; Sem, Idunn

doi:10.1080/14626268.2014.904366

Cited by 30 publications

(30 citation statements)

References 15 publications

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“…The aim of the project was to explore possibilities and limitations of how the guide could be developed into a social platform that would engage people along the river who would not enter the physical museum. The design team decided upon exploring people`s existing social media practices related to the river, and conducted several design experiments reflecting on how people`s digital literacies require new design thinking (Lowe and Stuedahl 2014, Smørdal, Stuedahl and Sem 2014, Stuedahl and Lowe 2013. In the following we will focus on the experiments undertaken with the photo-sharing platform Instagram.…”

Section: Pd In Developing the Distributed Museummentioning

confidence: 99%

Re-considering participation in social media designs

Stuedahl

Lowe

2014

Proceedings of the 13th Participatory Design Conference: Short Papers, Industry Cases, Workshop Descriptions, Doctoral Consorti

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This short paper reports from a museum innovation project using small-scale design experiments with mobile and social technologies to explore the participative museum along the Akerselva River in Oslo. We reflect upon what insights social media requires for design to engage people in participation in public and urban settings. The paper focuses on the micro-level of engagement in these media, and asks how a focus on language, semiotic and social practices may represent new possibilities for PD processes, using these media as design tools. It suggests that perspectives from cultural studies can be adapted to stage social media-based participatory design processes to reach communities that are dispersed over time and space.

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Section: Pd In Developing the Distributed Museummentioning

confidence: 99%

Re-considering participation in social media designs

Stuedahl

Lowe

2014

Proceedings of the 13th Participatory Design Conference: Short Papers, Industry Cases, Workshop Descriptions, Doctoral Consorti

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“…Activity with digital technologies is understood as enactments [58], and is constituted by the processes of actions and interactions of students, teachers, and other museum staff.…”

Section: Inscriptions and Enactmentsmentioning

confidence: 99%

Enacting Science Inqury Scripts across Contexts and in Hybrid Spaces

Smørdal

Slotta

2014

2014 International Conference on Intelligent Networking and Collaborative Systems

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We have found ourselves struggling with the design of digital technology to support scripted collaboration in science education. There are two emergent trends that challenge current understanding of collaborative scripts: One is the merging of real and virtual worlds to produce new environments and visualizations where physical and digital objects co-exist and interact in real time. The other is the merging of embodied experiences from science centres and museums with the activities in the science classroom to produce fun, engaging, and reflective experiences. Further, these environments are inherently social, facilitating dialogue and social exchange.For design of collaborative science learning these trends are challenging, as a network of scripts typically is needed, addressing collaboration, the inquiry process, the epistemological interactions, and the flow of materials that is being consumed and produced. These scripts are inscribed into a range of technologies; such as web-based environments, mobile applications, tangible and physical interfaces, social networks, and spatial, embedded and embodied simulations in immersive learning environments as found in science centres. In this paper we look into a design based research intervention that took place in a Secondary Norwegian school and at the Norwegian Museum of Science and Technology.Based on our experiences we identify a need for new concepts that can increase the awareness in design to the role of scripts in complex environments, and suggest a socio-material and material-semiotic approach that emphasize how scripts are inscribed and entangled in the social and in the material resources, and how they are enacted in epistemological and social activities by students, teachers, and museum educators.

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“…For example, Kumpulainen et al (2014) reported that museums are a suitable context to positively influence students' socio-cultural knowledge. Smørdal, Stuedahl and Sem (2014) also indicated that social awareness between learners and cultural exhibits can be enhanced when they highly engage in interactive systems in museums. More importantly, when museums adopt location-based systems, the context-dependent information that can thus be obtained, such as the user's location, time, preferences and language learning tasks, will foster learning opportunities that can positively influence the students' socio-cultural knowledge.…”

Section: Practitioner Notesmentioning

confidence: 99%

“…• Museums: places that provide interactive and audience-oriented learning contexts, with the focal materials ranging from art, language, science, history to cross-cultural settings (Kumpulainen et al, 2014;Smørdal et al, 2014). • A socio-cultural context: Liu et al (2014) explained a "context" as the learning environment existing between a mobile-learning application and learners.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition to a ubiquitous environment, a "socializing context" (p. 8) is often emphasized in language learning museums. Social awareness between visitors and cultural exhibits can be developed when visitors highly engage in a dialogue with the museum by use of a mobile device (Smørdal et al, 2014). • Location-based systems: systems equipped with location-awareness in mobile devices, such as Global Positioning System (GPS) receivers (Burston, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

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Integrating socio‐cultural contexts and location‐based systems for ubiquitous language learning in museums: A state of the art review of 2009–2014

Wang

Liu²,

Hwang

2016

Brit J Educational Tech

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Context‐dependent learning systems are now becoming more common in museums, as most students are equipped with mobile devices. As there has been little research into context‐aware mobile applications in museums, the present study aims to investigate ubiquitous language learning in socio‐cultural contexts, as well as recent trends in using location‐based systems. Therefore, the following three issues are reviewed in related articles published between 2009 and 2014: system usefulness, activity usefulness and activity playfulness in museum learning. The researchers used keywords to search for relevant articles from the ISI (Institute for Scientific Information) Web of Science and other databases. The abstracts and content of the searched articles were then analyzed. The results show that the location‐aware features (GPS or Google App‐based) embedded in mobile phones, adaptive language learning and socio‐cultural interaction in museums are intertwined in the literature. The literature also shows that in recent years students have transformed from being passive receivers to active learners. Specifically, students tended to rely on system guidance in 2009–2011, and activities were more focused on individual learning with less real‐life social interaction, and this thus reduced the level of playfulness. An important finding in the literature from 2012 to 14 is that many museums adopted ubiquitous location‐based systems using mobile devices, which help to strengthen social ties when students work collaboratively to perform language learning activities. This has also allowed museums to evolve from mobile‐learning to ubiquitous‐learning environments, in various socio‐cultural contexts. The results of this review study have implications for language teachers and museum educators, to help them implement appropriate ubiquitous learning systems in various socio‐cultural contexts.

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Experimental zones: two cases of exploring frames of participation in a dialogic museum

Cited by 30 publications

References 15 publications

Re-considering participation in social media designs

Re-considering participation in social media designs

Enacting Science Inqury Scripts across Contexts and in Hybrid Spaces

Integrating socio‐cultural contexts and location‐based systems for ubiquitous language learning in museums: A state of the art review of 2009–2014

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