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NAEA Issues Forum
Negotiating New Ground — The Impact of the Changing
Learning Environment
April 16, 2010
Questions to Consider
• What kinds of skills–pedagogical, technological, and organizational–are needed for museum educators to thrive in this learning environment?
• What kind of internal and external partnerships can museums develop to gain these skills, share resources, and enhance learning for all ages?
• What is on the horizon for museums and learning?
Kris WetterlundEditor
Museum-ed.org
Arts Tech Mob
Arts Tech Mob
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Rina Kundu, Ph.D.Assistant Professor,
Department of Art Education & Art HistoryCollege of Visual Arts and Design
University of North Texas
Sample Pachyderms as Digital Narratives
• How technology can be used to overcome the physical limitations of the museological space?
• How can it redefine teaching and
learning within this space?
• How can students construct digital narratives which engages viewers in both the production and reception of art?
How can universities model teaching and
learning in relationship to contemporary
cultural practices at large?
Hierarchical forms of knowledge and power give way to multiple ways of knowing and broad-based collective action
Discoverers vs. Constructivists Relational Art
Internet DIY Approach
Service-based Economy
Rachel Kuniansky VaronProject Manager, Special Projects
New Media Consortium
Digital Education Project for Texas Art Museums
• Funded by the Edward & Betty Marcus Foundation
• Digital Storytelling Workshops• Minigrants• Primary Goals:
– Teach digital media skills– Provide equipment and training– Stimulate collaboration between museums– Create shared resources
Digital Education Project for Texas Art Museums
QuickTime™ and a decompressor
are needed to see this picture.
http://marcus.nmc.org
MIDEAMarcus Institute for Digital Education in the
Arts
• Permanent Institute housed at the NMC• 2010 minigrant projects underway• Online & in-person trainings• Horizon Report: Museum Edition• http://midea.nmc.org will be released soon• Goals: showcase best practices, encourage
innovation, and strengthen education in the arts
Kate RawlinsonAssistant Director for Education
& Public Programs
The Wolfsonian- FIU
P erc enta g e of respondents by a g e (N= 139)who ra te themselves a s c onfident when working with
tec hnolog y
71%59%
35%20%
29%29%41%
65%80%
71%
20-30 (n= 34) 31-40 (n= 51) 41-50 (n= 17) 51-60 (n= 30) 60+ (n= 7)
extrem ely-very confident s om ewhat-m inim ally confident
P erc enta g e of respondents by a g e (N= 139)who ra te themselves a s c onfident integ ra ting web2.0 into
work
41% 41%
12% 17% 17%
50% 49%
76%62%
50%
9% 10% 12%21%
33%
20-30 (n= 34) 31-40 (n= 51) 41-50 (n= 17) 51-60 (n= 30) 60+ (n= 7)
extrem ely-very confident s om ewhat-m inim ally confidentnot confident
Getting up to speed with current developments in technology is not easy without access to training resources, namely funds, or contacts, being in a rural area. The challenge is still to find the
right tool for the right approach.
As an independent consultant I find new technology has made it possible for me not only to reach so many more people than was ever possible before but also to INVOLVE them in the ongoing development and creation of new programs. At the same time, the almost limitless possibilities of the medium can become a burden at times. It can be very difficult to maintain all the different strategies that are possible and, sometimes, expected.
I don't like that many people believe technology can effectively *replace* the visitor experience (ie, via online collections, etc).
Questions to Consider
• What kinds of skills–pedagogical, technological, and organizational–are needed for museum educators to thrive in this learning environment?
• What kind of internal and external partnerships can museums develop to gain these skills, share resources, and enhance learning for all ages?
• What is on the horizon for museums and learning?
Contact Info
Kate [email protected]
du
Rina Kundurina@[email protected]
du
Rachel [email protected]
Kris [email protected]
