This document is the final evaluation report for the project, which focuses both on formative evaluation of the collaborative+interdisciplinary presentation creation process and summative evaluation of audience learning outcomes.
This project, a collaboration of teams at Georgia Institute of Technology, Northwestern University, and the Museum of Design Atlanta and the Museum of Science and Industry in Chicago, will investigate how to foster engagement and broadening participation in computing by audiences in museums and other informal learning environments that can transfer to at-home and in-school engagement (and vice versa). The project seeks to address the national need to make major strides in developing computing literacy as a core 21st century STEM skill. The project will adapt and expand to new venues their current work on their EarSketch system which connects computer programming concepts to music remixing, i.e. the manipulation of musical samples, beats and effects. The initiative involves a four-year process of iteratively designing and developing a tangible programming environment based on the EarSketch learning environment. The team will develop three new applications: TuneTable, a multi-user tabletop exhibit for museums; TunePad, a smaller version for use at home and in schools; and an online connection between the earlier EarSketch program and the two new devices.
The goal is to: a) engage museum learners in collaborative, playful programming experiences that create music; b) direct museum learners to further learning and computational music experiences online with the EarSketch learning environment; c) attract EarSketch learners from local area schools to visit the museum and interact with novice TuneTable users, either as mentors in museum workshops or museum guests; and d) inform the development of a smaller scale, affordable tangible-based experience that could be used at homes or in smaller educational settings, such as classrooms and community centers. In addition to the development of new learning experiences, the project will test the hypothesis that creative, playful, and social engagement in the arts with computer programming across multiple settings (e.g. museums, homes, and classrooms) can encourage: a) deeper learner involvement in computer programming, b) social connections to other learners, c) positive attitudes towards computing, and d) the use and recognition of computational concepts for personal expression in music. The project's knowledge-building efforts include research on four major questions related to the goals and evaluation processes conducted by SageFox on the fidelity of implementation, impact, success of the exhibits, and success of bridging contexts. Methods will draw on the Active Prolonged Engagement approach (unobtrusive observation, interviews, tracking-and-timing, data summaries and team debriefs) as well as Participatory Action Research methods.
This work is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.
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TEAM MEMBERS:
Michael HornBrian MagerkoJason Freeman
In this essay, researchers from King's College London, Work, Interaction and Technology Research Group, discuss a particular approach to the analysis of social interaction in museums and galleries, focusing on video-based field studies. The authors also give a few suggestions as to why it might be important to take verbal and physical interactions more seriously when designing, developing and evaluating exhibits and exhibitions.
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TEAM MEMBERS:
Dirk vom LehnChristian HeathJon Hindmarsh
resourceresearchGames, Simulations, and Interactives
Dorion’s research, exploring the use of drama in science teaching, puts forth the concept of mime and role-play to help students to explore abstract scientific models. In addition, drama may support visualization of complex models. Drama can also change the dynamics within classroom talk and support a sense of community amongst students fostered by collaboration, social interaction, and fun.