Discovering, Creating, And Sharing Digital Museum Resources: Understanding The Needs And Behaviors Of Youth Users
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http://mw17.mwconf.org/proposal/educational-and-personal-reuse-understanding-the-needs-and-behaviors-of-youth-users-of-digital-museum-resources/ As museums continue to expand their digitization efforts, many now include a focus on how to understand and improve the impact of access to these previously inaccessible resources. How are different audiences using these collections? How are they impacting the work of scholars, educators, students, and enthusiasts? This paper addresses the potential impact of access to these resources on students through an analysis of an ongoing research and evaluation effort at the Smithsonian. Beginning in 2013, and more intensively throughout 2016, the Smithsonian Center for Learning and Digital Access has explored the potential educational impact of access to its nearly two million digitized museum, library, and archival resources. Their efforts are designed to meet the online needs of this target group via a platform called the Smithsonian Learning Lab, a new Web-based platform (launched in June of 2016) for the discovery and creation of personalized learning experiences. The case study project conducted research with students to make the Learning Lab as useful to them as it has been designed to be for educators. The methodology included student observations and interviews; a literature review focused on online learning and the use of digital materials; environmental scans designed to understand the features of popular online learning systems and social media platforms popular with students; and finally, prototyping with this group in the classroom. The project uncovered some specific approaches to guide the adaptation of the Learning Lab to better meet the needs of students, including approaches that could lead to the development of best practices for enabling educational and personal use of museum digital content by students.
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Discovering, Creating, And Sharing Digital Museum Resources: Understanding The Needs And Behaviors Of Youth Users
- 1. Discovering, Creating, And Sharing Digital Museum Resources: Understanding The Needs And Behaviors Of Youth Users Museums and the Web 2017 / #MW17-TJ April 20, 2017 Darren Milligan / @darrenmilligan Melissa Wadman / @melwad Smithsonian Center for Learning and Digital Access
- 2. June 2016: Launch of the Smithsonian Learning Lab
- 3. “This is a great resource and I can see its value almost immediately, but I will never use it.” - sassy high school history teacher
- 9. Environmental Scans (two) Methodology 1. Learning Management Platforms 2. Social Media Platforms widely used by 13–17 year olds* *where are young people forced to spend time online (1) and where do they chose to spend time online (2)?
- 10. Learning Management Platforms 1. Khan Academy 2. Gooru 3. Desire 2 Learn (D2L) 4. Blendspace 5. Ted-Ed 6. DIY 7. BrainPOP 8. DocsTeach 9. OER Commons 10.OpenED
- 11. Learning Management Platforms Learner Actions Tools and Features (38 facets) Community Collaboration Tools and Features (40 facets) Resource Management Tools and Features (20 facets) Overall Design (UI/UX) Features (22 facets)
- 12. Social Media Platforms 1. SnapChat 2. Instagram 3. Facebook 4. Twitter 5. Pinterest 6. Google+ 7. Tumblr 8. Vine 9. WhatsApp 10.Kik
- 13. Social Media Platforms Community Collaboration Tools and Features (23 facets) Resource Management Tools and Features (32 facets) Overall Design (UI/UX) Features (17 facets)
- 26. Overall Project Findings Young Learners: - Expect to put forth minimal effort - Are more persistent with visual acknowledgment - Benefit from receiving regular feedback on tasks - Benefit when provided the means to record notes - Engage in extended reflection on their own thinking and conclusions when provided with opportunities for peer collaboration - Do better overall when content, tools, and inquiry are closely aligned
- 27. Thank you. Research and data collection tools: s.si.edu/youthusers Discovering, Creating, And Sharing Digital Museum Resources: Understanding The Needs And Behaviors Of Youth Users Darren Milligan / @darrenmilligan Melissa Wadman / @melwad
Hinweis der Redaktion
- Launched June 2016 (designed as a teacher tool, based on substantial research into how educators access and use digital learning resources) More than 200K users viewing content, 13K interacting with content More than 11K user-generated collections made using more than 47K unique Smithsonian resources combined with more than 14K user-uploaded resources (user can upload…)
- Prototyping an hour a day (first with paper and eventually with a digital prototype) While teachers across grade levels expressed near universal enthusiasm over the prospect of access to such a cornucopia of resources, several expressed reservations. Lightbulb moment for the SCLDA project team, was not one of defiance, but rather an acknowledgment that the skills needed to make use of digital museum resources: digital/online research, analysis of metadata, structuring of resources using evidence, etc., were the skills he was attempting to develop in his students.
- Also began to see students using the Lab, as is. Hamilton Big Boi Project by student Greg Lowe 23% of our registered users are in the 13–18 age group (about 3,000) https://learninglab.si.edu/collections/hamilton-big-boi-project/2FBLfhrwiWhJ221b#r
- Dat smirk: used the built in hotpot tools to annotate portions of this Jefferson portrait
- Research project mirroring the methodologies of the previous work done with teachers. Literature Review on digital learning Environmental scans of learning platforms and social media systems; Analysis of current student usage of the Learning Lab; and Observations, interviews, and prototyping workshops in classrooms, All leading to technical specifications for evolving the Learning Lab to be more useful for young learners.
- All the research is summarized in the MW paper All the research is detailed in these documents available from this URL Focus of this talk will be on the reproducible methodology developed for comparing the Learning Lab to systems outside our field: useful to others to compare their own systems
- Age range selected for convenience: students in this range can independently access all the systems identified.
- We assessed environments that focused on use of open education resources, structured and semi-structured learning activities, and distributed tools allowing teacher and learner to modify existing materials or engage in self-assembly of learning activities. Platforms identified using: The International Society for Technology in Education (ISTE), “19 places to find the best OERS” https://www.iste.org/explore/articleDetail?articleid=538 The International Association for K–12 Online Learning (iNACOL), “Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning” http://www.inacol.org/wp-content/uploads/2016/05/iNACOL_FunctionalRequirementsForIntegratedSystems.pdf State Educational Technology Directors Association (SETDA), “Ensuring the Quality of Digital Content for Learning Recommendations for K12 Education” http://www.setda.org/wp-content/uploads/2015/03/Digital_brief_3.10.15c.pdf
- Four categories of features emerged This data collection tool is available online Of the 120 Features assessed for Learning Management platforms, some examples: Learner can monitor and share their progress Learner engages assessments within the platform Learner can upload resources as evidence of learning Learners can collaboratively work on common activities
- Compiled a common set of features and tools collectively found across a majority of platforms and apps and then organized these into categories. Platforms identified using: The Pew Research Center’s “Teens, Social Media & Technology Overview 2015” http://www.pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf The New Media Consortium and the Consortium for School Networking’s “Horizon Report: 2015 K-12 Edition” http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf Common Sense Media’s “16 Apps and Websites Kids are Heading to After Facebook” https://www.commonsensemedia.org/blog/16-apps-and-websites-kids-are-heading-to-after-facebook Digital Youth’s “Kids' Informal Learning with Digital Media: An Ethnographic Investigation of Innovative Knowledge Cultures” http://digitalyouth.ischool.berkeley.edu/report.html
- Again, This data collection tool is available online Three categories of features emerged Of the 72 Features assessed for Social Media platforms, here are some examples: User can customize profile User can initiate public or private groups Users can upload and share resources (files or websites) Users can access, browse repository
- The most tools and development effort across all digital learning platforms reviewed were those directed towards Resource Management. Sub-elements within this category included: Resource Discovery Resource Selection Resource Sharing Resource Storing/Saving Resource Systems Integration/Interoperability
- Khan Academy is an online learning environment largely assigned to young learners in classrooms across the U.S., as a supplement to regular classroom instruction and therefore has a large percentage of users ages 13-17 that self-elect to utilize the resources and tools. SRI Research Study on Use of K.A.(https://www.sri.com/work/projects/research-use-khan-academy-schools)
- Desire 2 Learn hosts the largest 13-17 yr. old learner community in the U.S. as adopted by the largest number of districts in the U.S. As a system predominantly used to supplant whole sections of coursework in schools, this environment represents learners who are primarily directed to use it as opposed to using it by choice.
- Learning Lab was not designed with collaboration features; designed to enable individuals to access and create collections using Smithsonian materials. One of the reasons has to do with privacy and safety concerns.
- The category receiving the most development effort across all social media platforms reviewed were those directed towards Community Collaboration. Sub-elements within this category included: Group Tools Discussion Tools Communication Tools User Activity Management Tools
- It is largely built around community information sharing and grouping, so Community Collaboration tools represent the more dominant feature set in this environment.
- Unlike Facebook, Pinterest is more focused on the sharing of resources and managing collections of items and tagging them for particular interests, therefore their platform is more feature-rich in the area of Resource Management.
- Minimal effort: meaning in navigation, search, and discover should require minimal effort. We call this the Google expectation Progress acknowledged: remain more engaged in completing online learning with visual indicators that track their completion Feedback: they benefit by feedback across the board, this includes educators, peers, or other members of the online community Annotate: means to annotate or record notes to document their thinking, findings, questions Engaged: Alignment: do better at self-regulated learning and on tasks in general when content, tools are closely aligned thematically and on screen