Towards a model for research-based exhibition learning design

TY - GEN

T1 - Towards a model for research-based exhibition learning design

AU - Magnussen, Rikke

AU - Sandholdt, Catharina Thiel

AU - Zachariassen, Maria Louise

PY - 2018

Y1 - 2018

N2 - This paper argues that a higher level of research activity is necessary at all levels in the creation of science centre exhibitions. Science centres focus greatly on their role as an informal learning space but rarely integrate learning theories or develop documented knowledge in their exhibition practices. A research-based approach can expand understanding of exhibitions as a media, encouraging a more systematised, theory-based and documented practice. We argue that if an exhibition is to be research-based, initial ideas regarding the form of the exhibition, and the elements designed to support learning, have to include the use of theory and a systematic and documented design processes. This approach involves the inclusion of one or more researchers to guide the initial definition of the learning goals and how to reach them, creating a base for testing not only if these goals are reached, but also how. This premise forms the basis for creating a model for collaboration between research and exhibition development in a science centre context that facilitates an iterative research-based development process and emphasises focusing on learning elements. We present a new model for developing research-based exhibitions developed from an analysis based on a five-year exhibition project at a Danish science centre. The model illustrates the levels of collaboration between research and exhibition development in a DBR framework. The current papers analysis of data from the five-year exhibition development is structured around the three phases of collaboration illustrated in the model: 1. high level collaboration, 2. Medium level of collaboration, and 3. Low level of collaboration. The conclusion A result from the analysis suggests that the model can guide the collaboration process by creating awareness of the phases in the collaboration, what point in process the project is, and who the central participants at collaboration level are. A focus on the level of collaboration can help to navigate in the development process and a focus on the divergent goals and rationals in practice and research will help ease potential collaboration conflicts.

AB - This paper argues that a higher level of research activity is necessary at all levels in the creation of science centre exhibitions. Science centres focus greatly on their role as an informal learning space but rarely integrate learning theories or develop documented knowledge in their exhibition practices. A research-based approach can expand understanding of exhibitions as a media, encouraging a more systematised, theory-based and documented practice. We argue that if an exhibition is to be research-based, initial ideas regarding the form of the exhibition, and the elements designed to support learning, have to include the use of theory and a systematic and documented design processes. This approach involves the inclusion of one or more researchers to guide the initial definition of the learning goals and how to reach them, creating a base for testing not only if these goals are reached, but also how. This premise forms the basis for creating a model for collaboration between research and exhibition development in a science centre context that facilitates an iterative research-based development process and emphasises focusing on learning elements. We present a new model for developing research-based exhibitions developed from an analysis based on a five-year exhibition project at a Danish science centre. The model illustrates the levels of collaboration between research and exhibition development in a DBR framework. The current papers analysis of data from the five-year exhibition development is structured around the three phases of collaboration illustrated in the model: 1. high level collaboration, 2. Medium level of collaboration, and 3. Low level of collaboration. The conclusion A result from the analysis suggests that the model can guide the collaboration process by creating awareness of the phases in the collaboration, what point in process the project is, and who the central participants at collaboration level are. A focus on the level of collaboration can help to navigate in the development process and a focus on the divergent goals and rationals in practice and research will help ease potential collaboration conflicts.

UR - https://books.google.dk/books?hl=en&lr=&id=Jox5DwAAQBAJ&oi=fnd&pg=PA338&dq=catharina+thiel+sandholdt&ots=hb9adpGXV6&sig=44KM29sWdVuwExeNCtf26Fd4Kg8&redir_esc=y#v=onepage&q=catharina%20thiel%20sandholdt&f=false

M3 - Article in proceedings

SN - 9781912764075

SP - 338

EP - 346

BT - Proceedings of the 17th European Conference on e-learning

ER -