Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning

Sharples, Mike (2015). Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning. In: Proceedings of ‘Museum Communication: Practices and Perspectives’, Royal Danish Academy of Sciences and Letters, Copenhagen, pp. 26–30.

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Abstract

This paper addresses how to enable innovative forms of learning with museums. Research into the learning sciences has identified attributes of successful learning, including learning through conversation and collaboration, embodied cognition, and metacognitive awareness (Sawyer, 2014). Parallel work has identified new methods of learning in an age of digital and mobile technologies, such as seamless learning, rhizomatic learning and personal inquiry learning (Sharples et al., 2014). These are underpinned by a social constructivist theory of learning whereby people construct shared understanding of the world through active exploration and dialogue, mediated by cognitive tools and supported by expert teachers. How can this new science of learning be aligned with the role and fabric of museums as places to exhibit and interpret collections for public education and entertainment?

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