Post on 31-Aug-2014
description
Kirsten Ellenbogen • @kellenbogen • kellenbogen@smm.org
Troy Livingston • @Troybur • troy.livingston@ncmls.org
Facilitating Learning in Digital Museum Environments
Jeff Grabill • @grabill • grabill@msu.edu
Elizabeth Fleming • @elizabef • elizabethf@ncmls.org
Take Two ProjectOur framing question:
How do web 2.0 technologies Impact Museum Learning and Practice?
Our focus:On a science museum blog (Science Buzz) and on the impact that web 2.0 technologies on museum practice (MLS).
Our big question:Do online interactions rise to the level of “co-construction of knowledge?”
Understanding Online Interaction In Take 2, our investigation of online activity relied on discourse analysis to characterize that activity, focusing on four major rhetorical acts:
Take Two ProjectSome high level findings: • The Buzz blog is a site where informal
argumentation happens. Lots of it• There were also high levels of identity work• There was meaningful community building work
as well• Facilitation seemed to be a big deal• Clear styles of facilitation were visible• These styles seemed to be associated with
different outcomes
And so we thought this merited more exploration …
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Learning is an ongoing process of change due to interactions between individuals and their social and physical environments.
This ecological perspective emphasizes that the activity of learning is shaped by learners’ interests and needs, their prior experiences, their companions, facilitators, and other distinctive features of their specific socio-cultural and physical environments.
In our people-centered view of an online learning ecology, we see evidence of learning through the examination of an individual’s adaptations, which may be observed in many ways including their actions, language, emotions and practices.
For our study of online learning environments, we are particularly concerned with facilitation, such as listening, questioning, involving, encouraging, and redirecting, which play an important role in creating strong learning environments.
Understanding Online Interaction In Facilitation, our investigation of online activity also relied on discourse analysis to characterize that activity:
Change Learning Discourse Environment
Facilitation
• Change in action, thinking or values
• Sympathy or empathy that shows a change in thought or feeling
• Use of technical or scientific concepts or language
• Other change move
• Claim• Citing authority• Citing evidence• Explanations• Articulation of shared
roles or experiences• Invocation of place,
evidence, or status• Use of values, affect,
or technology• Other DE move
• Introducing ideas• Suggesting follow up
actions• Demonstrating
sympathy or empathy• Demonstrating
respect for perspective or identity
• Invitations (to connect, to develop ideas)
• Redirection• Provocation• Construction of
connection between ideas or people
Facilitation MovesIntroducing new ideas Statement introduces a new idea, concept, or example that has not been previously stated
Suggesting follow-up actionsStatement providing advice or direction to another’s exploration of a subject
Demonstrating sympathy or empathy An explicit statement recognizing or relating to emotions experienced by another
Demonstrating respect for perspective or identity An explicit statement demonstrating a positive response to another’s account of their actions or identity
Facilitation MovesInvitation developmentAn explicit request to explain or expand for understanding
Invitation connectionAn explicit request to explain or expand to foster connection to the ideas of others
RedirectionA statement or request that explicitly changes the focus of the conversation
ProvokingA statement playing “devil’s advocate” or explicitly naming a taboo subject that participants are talking around
Facilitation MovesConstruction of a connection between ideas or peopleExplicit reference within the thread that indexes a specific name or idea in a previous post
Preliminary FindingsThere are three facilitation moves that are associated with change:
1. Invitations (connection in particular but also development)
2. Construction of connections between people and ideas
It is clear that “experimonth itself” has agency:3. Activities that create heightened awareness4. Activities that ask people to share things
(pictures, links, articles, etc.)5. Technology and cultures that allow for
meaningful conversations to happen6. Experimonth facilitators