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Digital Technology in Museums
Transcript of Digital Technology in Museums
Falk and Dierking's sociocultural and physical context
parents scaffold information to children
Populations: Families and children
examples: Ohio History Center and Toledo Museum of Art
Populations: adults, disabilities, and non-local visitors
examples: Biltmore Estate, Cleveland Museum of Art (ARTLENS)
1. Cleveland Museum of Art
2. Cleveland Museum of Natural History
3. Biltmore Estate
4. Asheville Art Museum
5. Ohio History Center
6. Toledo Museum of Art
8. Columbus Zoo and Aquarium
1. Museum Visits
2. Findings Overview
3. Populations and Technology
4. Technology and Social Experiences
5. Technology and Object and Cognitive Experiences
6. Technology and Introspective Experiences
Thesis: Our observations, literature review, Falk and Dierking's contextual model of learning (2013), and Pekarik, Doering, and Karns' four museum experiences (1999) establish a framework for exploring how technology can be used to create meaningful experiences for museum visitors.
Digital Technology in Museums
Pekarik et al. experiences
Falk and Dierking contextual model of learning
Use of digital technology
Care with the use of technology
Digital technology plays an important role for visitors to create a meaningful experience
Rebecca Pachlhofer, Leah Crone-Magyary, Ryan Carrig, and Daniel Morris
Falk and Dierking and Pekarik et al. Frameworks
-Falk and Dierking's personal context:
user's agenda, motivations, experiences
-Toth's (2011) study involving a podcast
-Lydens et al. (2007) article discussing audio tours
Examples of Technology and Introspective Experiences
Cleveland Museum of Art's application ARTLENS
Biltmore Estate audio tours
(Pekarik et al., 1999)
(Falk & Dierking, 2013)
(Ocasio, C., 2012)
(Local Projects, 2013)
Albers, J. (1972).
Formulation: Articulation folio II, folder 5
. [serigraph print]. Retrieved from
Biltmore (2013). [Man and woman listening to audio tours]. [photograph]. Retrieved from
Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2012). Museum learning via social and
mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology, 43(5), 802-819. doi:10.1111/j.1467-8535.2012.01360.x
Clough, G. W. (2013). Best of both worlds. Washington, D.C.: Smithsonian Institution.
Retrieved from http://www.si.edu/content/gwc/BestofBothWorldsSmithsonian.pdf
COSI (n.d.). [Digital design of an orange and white cosi sign]. Retrieved from http://
Falk, J. and Dierking, L. (2013). The museum experience revisited. Walnut Creek, CA: Left
Apple Inc. (2014). Artlens. Retrieved from iTunes App Store.
Kidd, J., Ntalla, I., & Lyons, W. (2011). Multi-touch interfaces in museum spaces: Reporting
preliminary findings on the nature of interaction. In Proceedings of the international conference "Re-thinking technology in museums: Emerging experiences." University of Limerick.
Local Projects (2013).
Understanding abstract painting styles in gallery one's painting
. [photograph]. Retrieved from http://mw2013.museumsandtheweb.com/paper/transforming-the-art-museum-experience-gallery-one-2/
Lydens, L., Saito, Y., & Inoue, T. (2007). Digital technology at the national science museum
of Japan. Journal of Museum Education, 32(1), 7-16.
Ocasio, C. (2012). Cretaceous Kiosk. [image]. Retrieved from http://
Pekarik, A., Doering, Z.D., & Karns,D.A. (1999). Exploring satisfying experiences in
museums. Curator, 42(2), 152-173.
Toth, J. (2011). The virtual teaching artist: An aesthetic approach to designing a museum
podcast. Teaching Artist Journal, 9(4), 213-225.
Tsai, H., & Sung, K. (2012). Mobile applications and museum visitation. Computer, 45(4),
vom Lehn, D. & Heath, C. (2003). Displacing the object: Mobile technology and
interpretive resources. ICHIM'03 Proceedings, Paris, France p. 1-16, Retrieved March 12,2014 from http://citeseerx.ist.psu.edu
Yoon, S., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality
and knowledgebuilding scaffolds to improve learning in a science museum. International Journal of Computer Supported Collaborative Learning, 7(4), 519-541.
Pekarik, Doering, & Karns' Four Categories of Experience (1999)
Interacting with family, friends, or peers or watching one's children learn
"The real thing", something rare or unique, awe of beauty, imagining owning the artifact
Deepening understanding, gaining information or knowledge
+ Falk and Dierking's Contextual Model of Learning (2013).
Contradictory in nature?
(vom Lehn and Heath, 2003; Brady 2011).
-Columbus Zoo, Asheville Art Museum, Biltmore Estate
Reflections, spiritual connections, memories, imagining other places and times
-Falk and Dierking's sociocultural context
-Technology: Does it help? Does it inhibit? What should it do?
(vom Lehn and Heath, 2003; Kidd, Ntalla, & Lyons, 2011)
-Biltmore Estate, Asheville Art Museum,
-Cleveland Museum of Art (ARTLENS)
-Cleveland Museum of Natural History
(Charitonos, Blake, Scanlon, & Jones, 2012; Tsai & Sung, 2012).
(Apple Inc., 2014)
(Falk & Dierking, 2013; Yoon et al., 2012; Clough, 2013)
(Falk & Dierking, 2013; Toth, 2011; Lydens et al., 2007)
(Albers, J., 1972)