Olga Krasnyak, PhD in HistoryAdjunct Professor at Underwood International College,Yonsei University, Seoul, Republic of Korea

The role of collaboration between museum professionals and educators in the teaching History of Science and Technology courses

Rethinking education

❖ Universities

❖ Museums

❖ Archives

❖ Libraries

Needs to be incorporated (Digital Humanities Manifesto 2.0, 2012)

❖ Big Data and metadata

❖ Digital toolkits and data architecture

❖ Expanded set of possibilities

❖ Scholarly mission for museums

Educational mission of science museums

❖ Design/redesign of knowledge (Schnapp, 2012)

❖ Recreation of “the museum experience” virtually (Manovich, 2001)

❖ Interconnection between classrooms and science museums (Falk & Dierking, 2012)

❖ Intersection of any information into its physical (autonomous artifacts) and digital (animation and visualization) representation

❖ Narration, telling the whole story of any object

Museum artifacts and HST courses

How self-evident artifacts might be assimilated into the blocks?

— Cosmology: ancient maps of celestial objects, telescopes, spacecrafts.

— Genetics & Evolution: early hominids vs modern humans

— Cognitive sciences: the brain; but how to show psychology, evolutionary psychology, the nature of consciousness, cognition?

— Computer sciences: prototypes and early computers; but how to represent their processing? How to show quantum computing?

— How will the concepts of Artificial Intelligence, the Singularity,

Digital Humanities be shown?

Creating of a context❖ Traditionally via artifacts expositions with attached texts: who,

what, when, how, why? (Two opposing positions on the same scientific topic displayed in two different museums (Specht et al. 2012).

❖ Digitally/virtually via displaying artifacts with related context

Context (telling a story):

— What should the story should be?

— Who tells the story?

— Is it a historical or modern interpretation?

— Is it a self-sufficient story or a part of a larger project?

— How to fit artifacts into the story?

Expectations of collaboration

❖ Museum collections:

— “living” archives

— accessibility

— flexibility

— movability

— renewability

— digitalization

❖ Reconnection between science educators and museum professionals:

— promoting science

— promoting educational mission for science museums

— humanities scholarships

— expanding museum audience

— more effective teaching of HST courses

Bibliography1. Burdock, A., Drucker, J., Lunenfeld, P., Presner, T. & Schnapp, J. (2012).

Digital Humanities. MIT Press.

2. Falk, J. H. & Dierking, L. D. (2012). Museum Experience Revisited. Left Coast Press.

3. The Digital Humanities Manifesto 2.0. (2012). MetaLAB. Harvard University.

4. Manovich, L. (2001). The Language of New Media. MIT Press.

5. Specht, I., Phelan, S. & Lewalter, D. (2015). Conflicting Information in Science Museums: An Exploratory Study. The International Journal of the Inclusive Museum. Vol. 8, Issue 2.