Learning Through Touring
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Learning-Through-Touring
Author: Juliet Sprake
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-03-26
Learning-through-Touring uncovers ways in which people interact with the built environment by exploring the spaces around, between and within buildings. The key idea embodied in the book is that learning through touring is haptic –the learner is a physical, cognitive and emotional participant in the process. It also develops the concept that tours, rather than being finished products, are designed to evolve through user participation and over time. Part One of the book presents a series of analytical investigations into theories and practices of learning and touring that have then been developed to produce a set of conceptual methods for tour design. Projects that have tried and tested these methods are described in Part Two. Technologies that have been utilised as portable tools for learning-through-touring are illustrated both through historical and contemporary practices. In all of this, there is an underlying belief that what is formally presented to us by ‘authorities’ is open to self-discovery, questioning and independent enquiry. The book is particularly relevant for those seeking innovative ways to explore and engage with the built environment; mobile learning educators; learning departments in museums, galleries and historic buildings; organisations involved in ‘bridging the gap’ between architecture and public understanding and anyone who enjoys finding out new things about their environment.
Mobile Learning
Mobile Learning: The Next Generation documents the most innovative projects in context-aware mobile learning in order to develop a richer theoretical understanding of learning in modern mobile-connected societies. Context-aware mobile learning takes advantage of cell phone, mobile, and pervasive personal technologies to design learning experiences that exploit the richness of both indoor and outdoor environments. These technologies detect a learner’s presence in a particular place, the learner’s history in that place or in relation to other people and objects nearby, and adapt learning experiences accordingly, enabling and encouraging learners to use personal and social technologies to capture aspects of the environment as learning resources, and to share their reactions to them.
Evaluating Early Learning in Museums
Evaluating Early Learning in Museums presents developmentally appropriate and culturally relevant practices for engaging early learners and their families in informal arts settings. Written by early childhood education researchers and a museum practitioner, the book showcases what high-quality educational programs can offer young children and their families through the case study of a program at the High Museum of Art in Atlanta, Georgia. Providing strategies for building strong community partnerships and audience relationships, the authors also survey evaluation tools for early learning programs and offer strategies to help museums around the world to engage young children. At the center of this narrative is the seminal partnership that developed between researchers and museum educators during the evaluation of a program for toddlers. Illuminating key components of the partnership and the resulting evolution of family offerings at the museum, the book also draws parallels to current work being done at other museums in international contexts. Evaluating Early Learning in Museums illustrates how an interdisciplinary collaboration between researchers and practitioners can improve museum practices. As such, the book will be of interest to researchers and students engaged in the study of museums and early childhood, as well as to practitioners working in museums around the world.