“ICTs for museum educational purposes/activities”
In this unit we’ll discuss some general groups of utilising ICT for arts and cultural heritage education. Most of them are widely used for presentational purposes too. That’s why, here first we’ll talk a little bit more about some characteristics and possibilities of applications, devices, etc. in general. In the certain units we’ll describe how these groups reflect on the educational (e-learning) and presentational solutions which are used by museums.
The abundance of resources and relationships made easily accessible via the Internet isincreasingly challenging us to revisit our roles as educators. Access to educational materials of all kinds has never been so easy or so open as it is today, and this trend is only increasing. The model of the museum curator or museum educator who stands in front of an object and interprets meaning for a passive audience is simply no longer realistic in this world of instant access. Museum professionals must respond by changing their roles to reflect the new need to guide and coach visitors in finding, interpreting, and making their own connections with collections and ideas. Museums are also more willing now to see themselves as learners, taking advantage of user-generated content to enhance the overall understanding of collections.
ICTs not only facilitate and/or accelerate long-established learning tasks, but,
critically, they permit activities that would otherwise be impossible. This includes new approaches to learning by different audiences and for different purposes.
The abundance of resources and relationships made easily accessible via the Internet isincreasingly challenging us to revisit our roles as educators. Access to educational materials of all kinds has never been so easy or so open as it is today, and this trend is only increasing. The model of the museum curator or museum educator who stands in front of an object and interprets meaning for a passive audience is simply no longer realistic in this world of instant access. Museum professionals must respond by changing their roles to reflect the new need to guide and coach visitors in finding, interpreting, and making their own connections with collections and ideas. Museums are also more willing now to see themselves as learners, taking advantage of user-generated content to enhance the overall understanding of collections.
ICTs not only facilitate and/or accelerate long-established learning tasks, but,
critically, they permit activities that would otherwise be impossible. This includes new approaches to learning by different audiences and for different purposes.