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Mobile learning in museumsInsights from research at the British MuseumPresented at University of Leicester, 19 June 2013
Shelley Mannion @smannionDigital Learning Programmes ManagerThe British MuseumPhotos by Benedict Johnson
Virtual versus real. Really?
Stedelijk Museum, Amsterdam, 1952Photo by LoicT on Flickr
Integrated interpretation
From Peter Samis, MW2007, Gaining Traction in Vaseline
Mobile is simply an
addition to our existing
arsenal of interpretive
tools.
Big Draw, 2010: Even old devices are cool.
Mobile learning at the British Museum
Passport to the Afterlife Augmented Reality trail
QR code trails with iBeaken in permanent galleries
Photography trails for schools, families. Cameras are mobile devices too.
Tablet-based activity trails plus cameras in Multimedia Magic.
Mobile worksheets with WildForm for fact gathering offline.
Get away from stop-based treasure hunts
Active and participatory
Experiential
Collaborative
Accommodate different learning styles
Our goals
Our audience
Our content
Novelty effect
Motivating
• Can be superficial. Too excited.
Distractions
Distractions
Distractions
Distractions
Collaboration
4-5 per device too many
Large screens - bah.
Can blend with analogue (sometimes)
Friendship groups versus ability groups
Younger children, 2 per device, but prompt them to share
Teens (11 and up), own device doesn’t discourage social interaction
Activity design
Photography trumps all
Drawing.
Drawing.
Very creative and you can remember it more if you do something yourself. 65
Augmented Reality.
Provides direct visual dialogue between camera view and objects in cases.
Natural feature trackingand reconstruction.
Challenges spatial hegemony in galleries.
Promotes kinaesthetic learning.
Narrative / theme versus object-based activities.
1 2 3
Paper prototypes
Model for mobile learning
Frohberg, et al 2009Adapted by Doll 2012: 31
Only 11 of 102 mobile learning apps used this approach
Voice recording,drawing
Platforms
Research models
Educators as pioneers
