Framing a topic: Mobile video tasks in museum learning

The Routledge Handbook of Museums, Media and Communication

“…Meaning making is proposed as a concept to frame studies of learning and engagement in museums, both because these are public spaces with collections and exhibitions of artefacts that are uniquely rich with meaning and signification, and because museums are frequently experienced as open-ended, interpretative cultural encounters (O'Neill & Wilson, 2010) by people without a specific learning agenda (Crowley, Pierroux, & Knutson, 2014). Moreover, although school field trips to museums are often framed by formal learning goals, studies also point to the significance of students' out-of-school literacies when digital media and tools are introduced as learning resources in field trip activities (Bakken & Pierroux, 2015;Pierroux, Krange, & Sem, 2011). The concept of meaning making thus provides a lens for studying more broadly the ways in which digital media and other cultural tools engage visitors in exhibitions in museum settings, without being constrained to formal/informal learning classifications.…”

“…Making videos using cameras in mobile devices is an example of "multimodal worksheets" designed to engage students in learning activities. A study by Bakken & Pierroux (2015) in a science museum found that video tasks designed for a field trip were effective in orienting students toward the scientific principles conveyed in exhibits and in drawing on the exhibits as learning resources. Importantly, the video tasks were carefully designed and tested to also correspond with school curriculum and pre-post visit lessons.…”

Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames

“…In the third phase of the analysis, we narrowed the focus and used micro-analytic approaches inspired by Jordan and Henderson (1995) to analyze dialogue and gameplay as an interactional accomplishment. This entailed analyzing utterances sequentially as "turns" through which the "inter-animation of different voices" (Bakhtin, 1981) allowed meanings to emerge and develop (Bakken & Pierroux, 2015;Enqvist-Jensen, Nerland & Rasmussen, 2017). The unit of analysis thus comprised moment-to-moment interactions embedded in class dialogues about ethics and moral reasoning, with the videogame as one of several contextual resources.…”

Game-Based Learning in the Dialogical Classroom

“…In the third phase of the analysis, we narrowed the focus and used micro-analytic approaches inspired by to analyze dialogue and gameplay as an interactional accomplishment. This entailed analyzing utterances sequentially as "turns" through which the "inter-animation of different voices" allowed meanings to emerge and develop (Bakken & Pierroux, 2015;Enqvist-Jensen, Nerland, & Rasmussen, 2017). The unit of analysis thus comprised moment-to-moment interactions embedded in class dialogues about ethics and moral reasoning, with the videogame as one of several contextual resources.…”