facilitating learning in digital museum environments

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Kirsten Ellenbogen • @kellenbogen • [email protected] Troy Livingston • @Troybur • [email protected] Facilitating Learning in Digital Museum Environments Jeff Grabill • @grabill • [email protected] Elizabeth Fleming • @elizabef • [email protected]

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Presented at 2012 Visitor Studies Association Conference in Raleigh, NC by Kirsten Ellenbogen, Elizabeth Fleming, Troy Livingston and Jeff Grabill

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Page 1: Facilitating Learning in Digital Museum Environments

Kirsten Ellenbogen • @kellenbogen • [email protected]

Troy Livingston • @Troybur • [email protected]

Facilitating Learning in Digital Museum Environments

Jeff Grabill • @grabill • [email protected]

Elizabeth Fleming • @elizabef • [email protected]

Page 2: Facilitating Learning in Digital Museum Environments

Take Two ProjectOur framing question:

How do web 2.0 technologies Impact Museum Learning and Practice?

Our focus:On a science museum blog (Science Buzz) and on the impact that web 2.0 technologies on museum practice (MLS).

Our big question:Do online interactions rise to the level of “co-construction of knowledge?”

Page 3: Facilitating Learning in Digital Museum Environments

Understanding Online Interaction In Take 2, our investigation of online activity relied on discourse analysis to characterize that activity, focusing on four major rhetorical acts:

Page 4: Facilitating Learning in Digital Museum Environments

Take Two ProjectSome high level findings: • The Buzz blog is a site where informal

argumentation happens. Lots of it• There were also high levels of identity work• There was meaningful community building work

as well• Facilitation seemed to be a big deal• Clear styles of facilitation were visible• These styles seemed to be associated with

different outcomes

And so we thought this merited more exploration …

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Learning is an ongoing process of change due to interactions between individuals and their social and physical environments.

This ecological perspective emphasizes that the activity of learning is shaped by learners’ interests and needs, their prior experiences, their companions, facilitators, and other distinctive features of their specific socio-cultural and physical environments.

In our people-centered view of an online learning ecology, we see evidence of learning through the examination of an individual’s adaptations, which may be observed in many ways including their actions, language, emotions and practices.

For our study of online learning environments, we are particularly concerned with facilitation, such as listening, questioning, involving, encouraging, and redirecting, which play an important role in creating strong learning environments.

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Understanding Online Interaction In Facilitation, our investigation of online activity also relied on discourse analysis to characterize that activity:

Change Learning Discourse Environment

Facilitation

• Change in action, thinking or values

• Sympathy or empathy that shows a change in thought or feeling

• Use of technical or scientific concepts or language

• Other change move

• Claim• Citing authority• Citing evidence• Explanations• Articulation of shared

roles or experiences• Invocation of place,

evidence, or status• Use of values, affect,

or technology• Other DE move

• Introducing ideas• Suggesting follow up

actions• Demonstrating

sympathy or empathy• Demonstrating

respect for perspective or identity

• Invitations (to connect, to develop ideas)

• Redirection• Provocation• Construction of

connection between ideas or people

Page 14: Facilitating Learning in Digital Museum Environments

Facilitation MovesIntroducing new ideas Statement introduces a new idea, concept, or example that has not been previously stated

Suggesting follow-up actionsStatement providing advice or direction to another’s exploration of a subject

Demonstrating sympathy or empathy An explicit statement recognizing or relating to emotions experienced by another

Demonstrating respect for perspective or identity An explicit statement demonstrating a positive response to another’s account of their actions or identity

Page 15: Facilitating Learning in Digital Museum Environments

Facilitation MovesInvitation developmentAn explicit request to explain or expand for understanding

Invitation connectionAn explicit request to explain or expand to foster connection to the ideas of others

RedirectionA statement or request that explicitly changes the focus of the conversation

ProvokingA statement playing “devil’s advocate” or explicitly naming a taboo subject that participants are talking around

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Facilitation MovesConstruction of a connection between ideas or peopleExplicit reference within the thread that indexes a specific name or idea in a previous post

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Preliminary FindingsThere are three facilitation moves that are associated with change:

1. Invitations (connection in particular but also development)

2. Construction of connections between people and ideas

It is clear that “experimonth itself” has agency:3. Activities that create heightened awareness4. Activities that ask people to share things

(pictures, links, articles, etc.)5. Technology and cultures that allow for

meaningful conversations to happen6. Experimonth facilitators