Museum learning between physical and conceptual spaces
This document discusses how museums can link physical and conceptual spaces for learning. It explores how museums can exist as both physical locations and as online conceptual spaces. It proposes creating physical experiences within conceptual spaces online and vice versa. The document also discusses how context links the physical and conceptual, and how context is constructed through interactions and shared understanding between people. It provides examples of using different narrative structures like diaries, trees and rhizomes to guide learning across physical and digital spaces and allow visitors to curate their own experiences. The challenges of connecting physical and conceptual spaces for rich learning through interactive experiences are also examined.
![Context as link between physical and conceptual“ Context is not an outer container or shell inside of which people behave in certain ways. People consciously and deliberately generate contexts ... in part through their own [objectives]; hence context is not just ‘out there’.”(Nardi, 1995: p38)](https://image.slidesharecdn.com/museumlearningphysicalandconceptualspacesshort-110202045847-phpapp02/85/Museum-learning-between-physical-and-conceptual-spaces-8-320.jpg)
Museum learning between physical and conceptual spaces
- 1. Museum learningbetween physical andconceptual spacesMike SharplesLearning Sciences Research InstituteUniversity of Nottingham
- 2. Museums as physical spaces
- 3. Museums as conceptual spaceshttp://www.bbc.co.uk/ahistoryoftheworld/explorerflash
- 5. Creating the physical in the conceptualhttp://www.organismedia.com/virtualmuseum/http://www.ltmcollection.org/museum/floorplan/floorplan-main.html
- 6. Creating the conceptual in the physical
- 8. Context as link between physical and conceptual“ Context is not an outer container or shell inside of which people behave in certain ways. People consciously and deliberately generate contexts ... in part through their own [objectives]; hence context is not just ‘out there’.”(Nardi, 1995: p38)
- 9. Context can be seen as an ever-playing movie each frame of current context is a progression from earlier ones entire movie is a resource for learningcontinually being constructed by the cast, from moment to moment, as they share artefacts and create mutual understanding through conversation
- 10. Creating context through interaction: narrative structuresDiaryTreePhelps, K. Story Shapes for Digital Media. Glass Wings, 1998. http://www.glasswings.com.au/modern/shapes/. BraidedRhizomeThanks to Rob Jones for the illustrations
- 11. Create and share personal memoriesDiaryOOKLDiary narratives
- 13. Visitors as curatorsCreating multimedia conceptual spaces from museum visits
- 14. Interactive museum guides: braided narrativesBraided
- 15. Chaotic encounter: tree narrativesPocket PC, GPS, headphones
- 16. Audio story based on Nottingham folktales
- 17. Content adapts to listener’s movement patterns
- 18. Progress through story depends on speed and direction of user
- 19. Seamless audio narrativeL = low chaosM= medium chaosH = high chaostime
- 20. Traditional art galleryUltrasound tracking systemLearning content determined by movementCurrent locationHow longBeen there beforeCAGE: rhizome narrativesRhizome
- 21. Traditional art galleryUltrasound tracking systemLearning content determined by movementCurrent locationHow longBeen there beforeGenerated resources for conversationCAGE: rhizome narratives
- 22. Tentative guidelinesProvide appropriate narratives to guide learners through physical and conceptual spacesDesign the physical in the conceptual and the conceptual in the physicalEnable learners to be curatorsSupport interaction through physical movementWhere appropriate, let the learner choose a narrative structureAvoid over-immersionMatch the interactivity and delivery to the audienceLive delivery requires an audience in the same place at the same time
- 23. ChallengesTo connect and enrich physical and conceptual spaces for learningTo construct rich meaning through physical interactionsTo explore co-creation of meaning through shared interactions