Bridging contexts and interpretations: Mobile blogging on art museum field trips

In this study of art museum field trips by high school students, we investigate the ways in which features of different social and mobile technologies, specifically blogs and mobile phones, are able to bridge and support meaning making in young people’s encounters with contemporary art. Empirical material is presented from Gidder, a web-based learning environment with a mobile blogging feature. Through close examination of students’ use of contextual resources and the writing and editing of blog entries, this study contributes a deeper understanding of the ways in which digital technologies may be designed for pedagogical use on museum field trips

Chapter 5 Imagining, designing and exhibiting architecture in the digital landscape

Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice

Developing an interactive tabletop application for ‘Creative Interpretation’ in art museums

This paper presents the design and implementation of an interactive application - TACTEC - for multi-touch tables in art museums. With focus on visitor participant experiences we propose an application that promotes visitors engagement through the development of creative activities using interactive technologies.UiO -Universitetet i Oslo(undefined

Chapter 5 Imagining, designing and exhibiting architecture in the digital landscape

Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice

Teenage Visitor Experience: Classification of Behavioral Dynamics in Museums

Teenagers' engagement in museums is much talked about but little research has been done to understand their behavior and inform design. Findings from co-design sessions with teenagers suggested they value games and stories when thinking about enjoyable museum tours. Informed by these findings and working with a natural history museum, we designed: a story-based tour (Turning Point) and a game-based tour (Haunted Encounters), informed by similar content. The two strategies were evaluated with 78 teenagers (15-19 years old) visiting the museum as part of an educational school trip. We assessed teenagers' personality in class; qualitative and quantitative data on their engagement, experience, and usability of the apps were collected at the museum. The triangulation of quantitative and qualitative data show personality traits mapping into different behaviors. We offer implications for the design of museum apps targeted to teenagers, a group known as difficult to reach

Dispensing with formalities in art education research

This article investigates how high school students master and appropriate concepts in aesthetics and modern art in art history classes and in art museums. It is argued that distinctions between schools and museums as places of formal and informal learning, respectively, are not useful analytical categories for understanding complex meaning making processes.

Microporosimétrie quantitative de roches et matériaux par analyse d'images

peer reviewe

"What is 'the Concept'?" Sites of Conceptual Formation in a Touring Architecture Workshop

This article investigates the development of conceptual understanding in adolescents as a trajectory that spans physical and institutional boundaries. The study follows a group of secondary school students as they engage in a series of museum-led workshop activities related to architecture. A sociocultural approach frames our analysis of the structuring resources that are central to the students’ emergent understanding of a key architectural design concept over a two-day period