In recent years, museums and schools have focused on innovative approaches to delivering digital learning inside the classroom and well beyond classroom-based curriculum. Large volumes of museums' digital content are currently available online through portals or on museum websites, which are accessible to teachers and students in order to support curriculum topics. However, it is missing the interaction with the museum's tangible objects and physical artifacts. On the one hand, students have the opportunity to collaborate and socialize during museum visits. On the other hand, this opportunity is not accessible to everyone, and visiting museums is time and money-consuming for schools. Moreover, digital contents lack materiality and hands-on activities, which fosters collaboration between students and is crucial to informal learning. The gap between digital content and the tangible experience of museums provides an opportunity to form new partnership models and services between museums and schools. This research aims to bridge the gap between the tangible interactions and digital contents of cultural and historical museums. The aim is to provide a tangible interactive storytelling experience that can lead to impactful learning for students and provide a flexible learning tool for teachers. The project's ultimate goal is to support the accessibility of museum resources for schools by providing the opportunity to create an interactive physical/digital (hybrid) storytelling experience in schools outside museum environments. Through a double-diamond process, the expectations of both teachers and students and the role of a hybrid storytelling experience with the museum's online content in schools are examined. To achieve this goal, the project started from studying the context of the museum and school's partnership, the role of storytelling in museums and learning experiences, and hybrid approaches to storytelling. Further on from the insights gathered in the initial study, the project moved to the next phase of user research, including interviews, developing 5 personas, and stakeholder maps. Finally, after deep study, a concept was born to bridge the gap between online content and tangible interactions through storytelling. From the initial concept development phase to the final prototyping and testing, real museum stakeholders and students were involved in observing and analyzing the solution's impact. In this study, the proposed solution, methods, and discoveries are briefly demonstrated.
Negli ultimi anni, musei e scuole si sono concentrati su approcci innovativi per fornire apprendimento digitale all'interno la classe e ben oltre il curriculum in classe. Grandi volumi di contenuti digitali dei musei sono attualmente disponibili online attraverso portali o sui siti web dei musei, che sono accessibili a insegnanti e studenti al fine di sostenere argomenti curriculari. Tuttavia, manca l'interazione con gli oggetti tangibili e i manufatti fisici del museo. Sul da un lato, gli studenti hanno l'opportunità di collaborare e socializzare durante le visite ai musei. D'altra parte, questa opportunità non è accessibile a tutti e visitare i musei richiede tempo e denaro per le scuole. Inoltre, i contenuti digitali mancano di materialità e attività pratiche, che favorisce la collaborazione tra gli studenti ed è fondamentale per l'apprendimento informale. Il divario tra i contenuti digitali e l'esperienza tangibile dei musei offre l'opportunità di formare nuovi modelli di partnership e servizi tra musei e scuole. Questa ricerca mira a colmare il divario tra le interazioni tangibili e i contenuti digitali dei musei culturali e storici. L'obiettivo è quello di fornire un interattivo tangibile esperienza di narrazione che può portare a un apprendimento di grande impatto per studenti e fornire uno strumento di apprendimento flessibile per gli insegnanti. L'obiettivo finale del progetto è supportare l'accessibilità delle risorse museali per le scuole fornendo l'opportunità di creare un'esperienza narrativa fisica/digitale interattiva (ibrida) nelle scuole al di fuori degli ambienti museali. Attraverso un processo a doppio diamante, le aspettative di sia insegnanti che studenti e il ruolo di un'esperienza narrativa ibrida con i contenuti online del museo nelle scuole vengono esaminati. Per raggiungere questo obiettivo, il progetto è partito da studiare il contesto del partenariato tra museo e scuola, il ruolo della narrazione nei musei e nelle esperienze di apprendimento, e approcci ibridi alla narrazione. Più avanti dal approfondimenti raccolti nello studio iniziale, il progetto è passato al fase successiva della ricerca degli utenti, comprese le interviste, in via di sviluppo 5 personaggi e mappe degli stakeholder. Infine, dopo uno studio approfondito, a concept è nato per colmare il divario tra i contenuti online e interazioni tangibili attraverso la narrazione. Dall'iniziale fase di sviluppo del concetto alla prototipazione finale e test, le parti interessate del museo e gli studenti reali sono stati coinvolti nell'osservazione e nell'analisi dell'impatto della soluzione. In questo studio, la soluzione proposta, i metodi e le scoperte sono brevemente dimostrato.
Designing an interactive museum experience inside primary schools
Dayyani, Diba
2021/2022
Abstract
In recent years, museums and schools have focused on innovative approaches to delivering digital learning inside the classroom and well beyond classroom-based curriculum. Large volumes of museums' digital content are currently available online through portals or on museum websites, which are accessible to teachers and students in order to support curriculum topics. However, it is missing the interaction with the museum's tangible objects and physical artifacts. On the one hand, students have the opportunity to collaborate and socialize during museum visits. On the other hand, this opportunity is not accessible to everyone, and visiting museums is time and money-consuming for schools. Moreover, digital contents lack materiality and hands-on activities, which fosters collaboration between students and is crucial to informal learning. The gap between digital content and the tangible experience of museums provides an opportunity to form new partnership models and services between museums and schools. This research aims to bridge the gap between the tangible interactions and digital contents of cultural and historical museums. The aim is to provide a tangible interactive storytelling experience that can lead to impactful learning for students and provide a flexible learning tool for teachers. The project's ultimate goal is to support the accessibility of museum resources for schools by providing the opportunity to create an interactive physical/digital (hybrid) storytelling experience in schools outside museum environments. Through a double-diamond process, the expectations of both teachers and students and the role of a hybrid storytelling experience with the museum's online content in schools are examined. To achieve this goal, the project started from studying the context of the museum and school's partnership, the role of storytelling in museums and learning experiences, and hybrid approaches to storytelling. Further on from the insights gathered in the initial study, the project moved to the next phase of user research, including interviews, developing 5 personas, and stakeholder maps. Finally, after deep study, a concept was born to bridge the gap between online content and tangible interactions through storytelling. From the initial concept development phase to the final prototyping and testing, real museum stakeholders and students were involved in observing and analyzing the solution's impact. In this study, the proposed solution, methods, and discoveries are briefly demonstrated.| File | Dimensione | Formato | |
|---|---|---|---|
|
MuseLantern-Diba-Dayyani-221206.pdf
accessibile in internet solo dagli utenti autorizzati
Dimensione
13.4 MB
Formato
Adobe PDF
|
13.4 MB | Adobe PDF | Visualizza/Apri |
I documenti in POLITesi sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/10589/198708