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Moving from Downloads to Uploads: Towards an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators Museums and the Web 2016 Thursday, April 7, 2016 Paper: s.si.edu/MWXX Darren Milligan Smithsonian Center for Learning and Digital Access
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Page 1: Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12

Moving from Downloads to Uploads: Towards an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators

Museums and the Web 2016Thursday, April 7, 2016Paper: s.si.edu/MWXX

Darren MilliganSmithsonian Center for Learning and Digital AccessSmithsonian [email protected] / @darrenmilligan / #MWXX

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“All animals download, but only a few upload anything besides shit and their own bodies.”

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“All animals download, but only a few upload anything besides shit and their own bodies.”

“Understanding and consuming culture requires great skill (ask anyone who has taught a child to read), but failing to move beyond downloading is to strip oneself of a defining constituent of humanity.”

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“All animals download, but only a few upload anything besides shit and their own bodies.”

“Understanding and consuming culture requires great skill (ask anyone who has taught a child to read), but failing to move beyond downloading is to strip oneself of a defining constituent of humanity.”

“Let us not forget that the word culture derives from the same root as the words cultivation and agriculture, so to speak of the culture machine as growing and evolving through encouraging uploading is no oxymoron.”

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So, Why Should I Care About Teachers?

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Source: https://learninglab.si.edu/resources/view/142928

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The Modern Museum As Educational Institution

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So far it has been assumed that the students will go to the museum. This is to a great extent desirable, for they should become familiar with the interior of this building as early as possible, but some of the material would be of more practical use if it could be handled in the school class room. (Farnum, 1919, p. 195)

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Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/

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Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/

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Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license; https://www.flickr.com/photos/phillyseaport/4423913822/

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… the materials in the lending collections are functioning, educationally, to better advantage than do many of the class trips to museums simply because the teacher receives her material when she needs it and when it fits into the work being done. (Peters, as quoted in Wolfrom, 2010)

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Research on Teacher Use of Digital Museum Resources

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Council of Australasian Museum Directors: Museum and education digital content exchange

Research on teacher use of digital museum resources

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Council of Australasian Museum Directors: Museum and education digital content exchange1. Adopt a standardized way of describing digital based

upon a museum standard2. Provide open and consistent licenses for educational

purposes3. Encourage collaborative online environments that

enable customization4. Offer support and models of effective educational use

of museum digital collections

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Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachers

Research on teacher use of digital museum resources

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Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachers1. Put lesson plans in downloadable/customizable formats

(match format to actual classroom usage: PowerPoint for high school, illustrated workbooks for lower grades)

2. Expand target audiences to include PreK–3 3. Create new lessons in topics closely aligned to teacher

needs, including those with a cross-disciplinary focus (e.g., using art to teach math)

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Teacher programs: Assessing the Getty Museum’s online resources for K–12 teachersRecommendations for the artwork content include:

1. Add information on the artist, time periods, and genres in which the work was created

2. Include information written with teachers in mind3. Provide flexible image viewing opportunities, including

for download at print size

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Digital Public Library of America: “Using large digital collections in education: Meeting the needs of teachers and students”

Research on teacher use of digital museum resources

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Digital Public Library of America: “Using large digital collections in education: Meeting the needs of teachers and students”1. Develop curated primary source sets 2. Build a network of teachers to create and review sets3. Offer users tools to curate their own sets4. Support a community of practice through education

outreach, regular meetings, and networking opportunities

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Smithsonian Digital Learning Resources Project

Research on teacher use of digital museum resources

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Smithsonian Digital Learning Resources Project1. Improve search with tools like autocomplete/spelling

assist2. Provide scannable grade-level and subject information3. Offer resources from a wide variety of sources4. Publish educational resources that are interdisciplinary

and/or multidisciplinary, connected to students’ interests, aligned to teaching standards, adaptable, and downloadable

5. Build platforms that contain tools for student interaction with the resources, a wide variety of sharing options, and the ability to save and structure resources for later review/use

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Teachers As Instructional Designers

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Teachers as Designers of Technology Enhanced Learning

Teachers As Instructional Designers

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Teachers as Designers of Technology Enhanced LearningEnactors: teachers discover and use ready-made or ready-to-teach resources, making small adjustments only after students have responded.

Re-designers: teachers pre-adapt existing materials beyond simple reactive tweaks

Co-designers: teachers work collaboratively to develop completely novel learning activities

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McKenney Ecological Framework

Teachers As Instructional Designers

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McKenney Ecological Framework What fundamental knowledge is requiredWhy certain things should be developed and implementedHow to develop and implement themWhen to act or implement tools and techniquesWhom to consult for optimal design and implementationWhere the design should be implemented

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Integration of Technology, Pedagogy, and Content Knowledge

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Integration of Technology, Pedagogy, and Content Knowledge

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Technological Pedagogical Content Knowledge (TPACK) framework. Reproduced by permission of the publisher, © 2012 by tpack.org.

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So, Why Should I Care About Teachers?

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So, Why Should I Care About Teachers?

OK, I get it. Teachers are rad. But how do I understand them, their knowledge, experience, and abilities to make use of what I offer?

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So, Why Should I Care About Teachers?

OK, I get it. Teachers are rad. But how do I understand them, their knowledge, experience, and abilities to make use of what I offer?

Could I use this understandingto impact my practice?

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Instrument Development:Smithsonian Learning Lab

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Instrument Development:Smithsonian Learning Lab

1. Self-efficacy in the integration of technology into pedagogy2. Knowledge and self-efficacy in design practices3. Depth and frequency of the use of digital and digitized resources

for instruction

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Instrument Development:Smithsonian Learning Lab

1. Self-efficacy in the integration of technology into pedagogy(using the TPCK-Web Self Efficacy Framework)

2. Knowledge and self-efficacy in design practices(using the McKenney Ecological Framework and the Cviko, McKenney, and Voogt user roles)

3. Depth and frequency of the use of digital and digitized resources for instruction(using the TIDSR Survey on the Use of Digitised Resources)

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learninglab.si.edu

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learninglab.si.edu

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High vs. Low Self-efficacy:

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High vs. Low Self-efficacy:

High: Users can take advantage of more complex tools/platforms, so institutional efforts could focus on improving quantity, quality, variety, and accessibility of digital museum resources, than on developing applications of these resources (i.e. lesson plans)

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High vs. Low Self-efficacy:

Low: Users may need additional assistance and PD in using these resources as well as accessible best practices from museum educators on using them within the classroom.

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Museums hold in trust an endless supply of ideas, visions, and human mysteries to be unlocked for audiences of all kinds. It may be true that none of the museum’s several audiences is more frustrating or more difficult, but it is also clear that none is more important than teachers, none more worthy of all the energy, imagination, and intelligence the museum can command. (Newsom & Silver, 1978, p. 470)

Page 69: Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12

Thank You

Paper / Survey Instrument s.si.edu/MWXX

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