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A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’.
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Combining the strengths of UMIST andThe Victoria University of Manchester
Values and Worth:
An EBL Approach to Encountering and Constructing Collections in Real and Virtual Worlds
J.Tatlock, S. Lackey, J. Debert
Combining the strengths of UMIST andThe Victoria University of Manchester
Outline
• Importance of Reaching Non-Traditional Students
• Importance of Introducing Minority Disciplines
• The Setting up the Workshop
• The Setting up the Collections
• The Real Workshop
• The Virtual Workshop the GLO (Generative Learning Object)
• Infusing EBL into the GLO
• Our Success?/ Discussion
Combining the strengths of UMIST andThe Victoria University of Manchester
Importance of Reaching Non-Traditional Students
• Goal 5 of the 2015 Goals
• Widening Participation
• Increase Numbers of Home Students from Under-Represented Sections of Society
• The Creation of a Supportive Learning Environment
Combining the strengths of UMIST andThe Victoria University of Manchester
Importance of Introducing Minority Disciplines
• Disciplines not encountered in 14-19 Curriculum
• High Incompletion rates
• Lower Application numbers
• Increasing awareness:
– Reduce incompletion rates
– Increase application numbers
– Interest students who would not
otherwise have considered University
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Workshop
• 26,000 School children visited the Manchester Museum last year
• 9 Summer Schools are organised Every Year for Over 800 Students
• Over 30,000 School students used the University's outreach, inclusion and school and college liaison activities
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Workshop
• Determine Audience
– School students 14-19 years
• Determine Aims
– To introduce to University and Minority Disciplines
– To introduce Reflective Learning Style
– To introduce other types of Values and Worth
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Workshop
• Desired Outcomes– Greater awareness of information biases
– Generate interest in University and Minority Disciplines
– Develop a reusable learning object
– Develop a template that can be applied to any collection
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Workshop
• Outcomes for the Student• Objects are described in different ways by different
people
• Objects mean different things to different people
• Objects may be valued in different ways
• Other things apart from the object contribute to value like ‘context’
• ‘context’ such as where and how an object is displayed, or the source of information about the object
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Workshop
• University Skill Development• Interpretive skills as experts will give their
‘interpretations’ which are not right or wrong • ‘Information assessment’ decide which you agree
or disagree with and back up reasons for decisions• ‘constructing your argument’ attempt to
persuade others of to your viewpoint, by having a reasons and evidence
• When the ranking is compared with others a ‘scholarly debate’ about the objects can be initiated by the facilitator to reach a consensus
Combining the strengths of UMIST andThe Victoria University of Manchester
The Setting up the Collections
• 5 Objects were selected– Variety of Mediums/ Materials
– Different Ages
– Different Traditional values
• Questions and Activities were Developed
– Could relate to every object and no object in particular
– Questions and Activities were designed to question the students concepts of values and worth without asking directly
– Allow the student to receive as much or as little information about an object
Combining the strengths of UMIST andThe Victoria University of Manchester
The Real Workshop
• Level 1 Introduction– What do you Expect to find in a Museum/ Art Gallery?
– Who do you Expect to find in a Museum/ Art Gallery?
• Level 2 Presentation of 6 Objects– Rank the objects (no information provided)
• Level 3 Introduction of 6 Experts/ People– Select who you want to learn about an object from
• Level 4 Valuation– With new information re-rank the objects
– Did your ranking change? Why?
– What are some other types of Value?
Combining the strengths of UMIST andThe Victoria University of Manchester
The Virtual Workshop the GLO
Combining the strengths of UMIST andThe Victoria University of Manchester
What do you expect to find in a gallery or museum?
Enter six ideas in to ‘Notepad’
Combining the strengths of UMIST andThe Victoria University of Manchester
Here are 6 objects. Using the notepad, rank these objects and say why you chose this order.
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
Click on an object for more information………………
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
You may select an information source from those below; click on the icon to hear the information.
Art Historian
Businessman
Alpesh Patel
Dr. Lazz Onyenobi
Archaeologist
Curator
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
The Curator
Would you like more information about this object or to select a different object?
This sketch was done by Walter Crane, an artist and illustrator working in the nineteenth century. The item has little monetary value, but is of real interest to me as a curator because I can see the notes written by the engraver and it shows a change of title. Both these things tell me about the way the artist had to work very quickly to meet the demands of the public and the publishing industry who loved his illustrations for books. It also reflects Walter Crane’s working practice and indicates not only his prolific output, but his need to earn a living via such commissions.
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
You may select an information source from those below; click on the icon to hear the information.
Art Historian
Businessman
Alpesh Patel
Dr. Lazz Onyenobi
Archaeologist
Curator
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
The Curator
Would you like more information about this object or to select a different object?
This sketch was done by Walter Crane, an artist and illustrator working in the nineteenth century. The item has little monetary value, but is of real interest to me as a curator because I can see the notes written by the engraver and it shows a change of title. Both these things tell me about the way the artist had to work very quickly to meet the demands of the public and the publishing industry who loved his illustrations for books. It also reflects Walter Crane’s working practice and indicates not only his prolific output, but his need to earn a living via such commissions.
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
Click on an object for more information………………
Ω
Combining the strengths of UMIST andThe Victoria University of Manchester
Reviewing choices (1)
Now re-rank the objects and compare to your original list.
Has the order changed?
Combining the strengths of UMIST andThe Victoria University of Manchester
On the Notepad
list the reasons why your ranking has changed (or not changed)
Reviewing Choices (2)
Combining the strengths of UMIST andThe Victoria University of Manchester
Reviewing Choices (3)
Make a note of the sources that you used.
Did you use some more than others? – why do you think you did that? Add the reasons to the Notepad
Which of the sources provided you with the information that helped you to make these decisions
Combining the strengths of UMIST andThe Victoria University of Manchester
Reviewing Choices (4)
How many objects did you find out about? – add this to your notebook
Combining the strengths of UMIST andThe Victoria University of Manchester
Reviewing Choices (4)
Your Choices What you thought
Combining the strengths of UMIST andThe Victoria University of Manchester
Infusing EBL into the GLO
Pros• User directed learning
• Collections interchangeable
• Feedback is generated for the user
Cons• Finite number of information
sources
• Finite number of information sources
Combining the strengths of UMIST andThe Victoria University of Manchester
Our Success?/ Discussion
• How to include more enquiry in the GLO?
• How do we valuate the success of this initiative?
• Suggestions…
• Comments…