Principles, Theories & Models
Understand many theories and models, choose from among them appropriately, and apply them effectively
EDTEC 671 – Learning Environment Design
Artifact – Village Life in Rural Niger Exhibit
EDTEC 671 – Learning Environment Design
Artifact – Village Life in Rural Niger Exhibit
Click the image to see the presentation
Context
One of our assignments for 671 for Informal Learning was to create and present a treatment for an educational museum exhibit using a topic that we knew about. I chose to create an exhibit on Village Life in Niger.
Outcomes
I had visited many museums prior to taking this class, but I was not aware of the design that went into creating an exhibit. As we discussed topics like Universal Design and Intrinsic motivation, I thought back to previous museum visits and I could appreciate how they had applied these ideas. When it came time to begin designing my exhibit, I had to figure out the best way to draw people to it. I had photos, video, artifacts, but just putting these into an exhibit would not motivate people to learn about these things. I also wanted to be sure that the experience did not seem too educational.
The final design included an exhibit where the visitors would feel like they were stepping into a Nigerian village. The village huts would contain the individual displays. The environment would be so completely different than life in the United States; visitors’ curiosity would draw them into the experience.
I used principles of Universal Design to design the exhibit and displays. The exhibits were designed so that users could focus on the content and not have to focus on environmental factors that did not contribute to learning.
Early on in the design of my exhibit I chose to follow a model presented in Csikszentmihalyi & Hermanson (1999) Intrinsic Motivation in Museums: Why Does One Want to Learn? This helped me to make my exhibit intrinsically rewarding and to maintain the flow of the experience.
One of our assignments for 671 for Informal Learning was to create and present a treatment for an educational museum exhibit using a topic that we knew about. I chose to create an exhibit on Village Life in Niger.
Outcomes
I had visited many museums prior to taking this class, but I was not aware of the design that went into creating an exhibit. As we discussed topics like Universal Design and Intrinsic motivation, I thought back to previous museum visits and I could appreciate how they had applied these ideas. When it came time to begin designing my exhibit, I had to figure out the best way to draw people to it. I had photos, video, artifacts, but just putting these into an exhibit would not motivate people to learn about these things. I also wanted to be sure that the experience did not seem too educational.
The final design included an exhibit where the visitors would feel like they were stepping into a Nigerian village. The village huts would contain the individual displays. The environment would be so completely different than life in the United States; visitors’ curiosity would draw them into the experience.
I used principles of Universal Design to design the exhibit and displays. The exhibits were designed so that users could focus on the content and not have to focus on environmental factors that did not contribute to learning.
Early on in the design of my exhibit I chose to follow a model presented in Csikszentmihalyi & Hermanson (1999) Intrinsic Motivation in Museums: Why Does One Want to Learn? This helped me to make my exhibit intrinsically rewarding and to maintain the flow of the experience.
As the “hook” I
included village sounds, hands-on displays, themes common to Americans and
Nigerien villagers and appealing to a wide range of visitors to spark curiosity
and interest. Each display would include reflection questions that ask visitors
to compare and contrast their daily lives with those of the villagers.
The opportunities for involvement were a very important part of my design. I included sounds from the village, audio narration from parabolic speakers within each display, photos, interactive video, artwork and hands on displays with authentic objects to allow for sensory involvement.
To address intellectual involvement I included fun assessments with rewards, as well as Natural Resource and Historical information about the country
The emotional aspect was a little more difficult within the displays, but one way I tried to address this was by providing visitors the ability to communicate with current volunteers via email. I was able to address this aspect in the “village store” which is the final stage of the exhibit. Visitors could:
· Obtain informational booklets
· Sample food
· Purchase food, artwork or other items they have seen in the exhibit which serves to help the people of Niger
· Make a donation to help the people of Niger
· Collect information on visiting Niger
Each of displays allowed for varying degrees of involvement or challenges, visitors could simply walk through and learn basic information, they could stay to watch the video, then interact with the video, take the quiz, and stay longer to learn how to use the objects with the display.
Learned skills could be practiced with the museum staff, through the display quizzes and then in the village store at the end.
This model was essential in supporting my design of this exhibit and I believe it was the best suited to make the design successful.
Lessons Learned
Before this class and this project, I would have described the people that design Museum exhibits as somewhat boring and unimaginative. I had no idea that exhibits were planned out purposefully to address objectives and different learning styles.
After designing an exhibit on my own, I had a completely new perspective on museums and the design of the exhibits. From that point on, whenever I go into a museum, I am much more interested, not just in the exhibit, but the design of the exhibit as well. I still believe this is a valuable and unique design for a museum, and I hope to put it into practice at some point, even if it is just an online version. This was one of my favorite projects and of all the projects I have done during the EDTEC program and I believe that it is a great example of my growth and capabilities.
The opportunities for involvement were a very important part of my design. I included sounds from the village, audio narration from parabolic speakers within each display, photos, interactive video, artwork and hands on displays with authentic objects to allow for sensory involvement.
To address intellectual involvement I included fun assessments with rewards, as well as Natural Resource and Historical information about the country
The emotional aspect was a little more difficult within the displays, but one way I tried to address this was by providing visitors the ability to communicate with current volunteers via email. I was able to address this aspect in the “village store” which is the final stage of the exhibit. Visitors could:
· Obtain informational booklets
· Sample food
· Purchase food, artwork or other items they have seen in the exhibit which serves to help the people of Niger
· Make a donation to help the people of Niger
· Collect information on visiting Niger
Each of displays allowed for varying degrees of involvement or challenges, visitors could simply walk through and learn basic information, they could stay to watch the video, then interact with the video, take the quiz, and stay longer to learn how to use the objects with the display.
Learned skills could be practiced with the museum staff, through the display quizzes and then in the village store at the end.
This model was essential in supporting my design of this exhibit and I believe it was the best suited to make the design successful.
Lessons Learned
Before this class and this project, I would have described the people that design Museum exhibits as somewhat boring and unimaginative. I had no idea that exhibits were planned out purposefully to address objectives and different learning styles.
After designing an exhibit on my own, I had a completely new perspective on museums and the design of the exhibits. From that point on, whenever I go into a museum, I am much more interested, not just in the exhibit, but the design of the exhibit as well. I still believe this is a valuable and unique design for a museum, and I hope to put it into practice at some point, even if it is just an online version. This was one of my favorite projects and of all the projects I have done during the EDTEC program and I believe that it is a great example of my growth and capabilities.
References:
Csikszentmihalyi, M. & Hermanson, K. Intrinsic motivation in museums: Why does one want to learn public institutions for personal learning. Public institutions for personal learning: Establishing a research agenda. (pp. 66 – 77). Washington D.C.: American Association of Museums.