Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators

Moving from Downloads to Uploads:
Towards an understanding of the curricular implications of access
to large scale digitized museum collections on the professional
practice of K–12 classroom educators
Museums and the Web 2016
Thursday, April 7, 2016
Paper: s.si.edu/MWXX
Darren Milligan
Smithsonian Center for Learning and Digital Access
Smithsonian Institution
milligand@si.edu / @darrenmilligan / #MWXX

“All animals download,
but only a few upload
anything besides
shit and their
own bodies.”

“All animals download,
but only a few upload
anything besides
shit and their
own bodies.”
“Understanding and consuming
culture requires great skill
(ask anyone who has taught
a child to read), but failing to
move beyond downloading
is to strip oneself of a defining
constituent of humanity.”

“All animals download, but only a few
upload anything besides shit and their
own bodies.”
“Understanding and consuming
culture requires great skill
(ask anyone who has taught
a child to read), but failing to
move beyond downloading
is to strip oneself of a defining
constituent of humanity.”
“Let us not forget that the word
culture derives from the same
root as the words cultivation
and agriculture, so to speak of the
culture machine as growing and
evolving through encouraging
uploading is no oxymoron.”

So, Why Should I Care About Teachers?

Source: https://learninglab.si.edu/resources/view/142928

The Modern Museum As
Educational Institution

So far it has been assumed that the
students will go to the museum. This is
to a great extent desirable, for they should
become familiar with the interior of this
building as early as possible, but some of
the material would be of more practical
use if it could be handled in the school
class room.
(Farnum, 1919, p. 195)

Photograph of loan objects (consisting of support materials for public school lectures) from the Philadelphia Commercial Museum, 1910. (used under a CC BY-NC-ND 2.0 license;
https://www.flickr.com/photos/phillyseaport/4423913822/

… the materials in the lending
collections are functioning,
educationally, to better advantage
than do many of the class trips to
museums simply because the
teacher receives her material
when she needs it and when it
fits into the work being done.
(Peters, as quoted in Wolfrom, 2010)

Research on Teacher Use
of Digital Museum Resources

Council of Australasian Museum
Directors: Museum and education
digital content exchange
Research on teacher use of digital
museum resources

Council of Australasian Museum
Directors: Museum and education
digital content exchange
1. Adopt a standardized way of describing digital based upon a
museum standard
2. Provide open and consistent licenses for educational purposes
3. Encourage collaborative online environments that enable
customization
4. Offer support and models of effective educational use of
museum digital collections

Teacher programs: Assessing the Getty
Museum’s online resources for K–12
teachers
museum resources

teachers
1. Put lesson plans in downloadable/customizable formats (match
format to actual classroom usage: PowerPoint for high school,
illustrated workbooks for lower grades)
2. Expand target audiences to include PreK–3
3. Create new lessons in topics closely aligned to teacher needs,
including those with a cross-disciplinary focus (e.g., using art
to teach math)

teachers
Recommendations for the artwork content include:
1. Add information on the artist, time periods, and genres in
which the work was created
2. Include information written with teachers in mind
3. Provide flexible image viewing opportunities, including for
download at print size

Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and students”
museum resources

Digital Public Library of America:
“Using large digital collections in
education: Meeting the needs of
teachers and students”
1. Develop curated primary source sets
2. Build a network of teachers to create and review sets
3. Offer users tools to curate their own sets
4. Support a community of practice through education outreach,
regular meetings, and networking opportunities

Smithsonian Digital Learning
Resources Project
museum resources

Smithsonian Digital Learning
Resources Project
1. Improve search with tools like autocomplete/spelling assist
2. Provide scannable grade-level and subject information
3. Offer resources from a wide variety of sources
4. Publish educational resources that are interdisciplinary and/or
multidisciplinary, connected to students’ interests, aligned to
teaching standards, adaptable, and downloadable
5. Build platforms that contain tools for student interaction with
the resources, a wide variety of sharing options, and the ability
to save and structure resources for later review/use

Teachers As Instructional Designers

Teachers as Designers of Technology
Enhanced Learning

Teachers as Designers of Technology
Enhanced Learning
Enactors: teachers discover and use ready-made or ready-to-
teach resources, making small adjustments only after students
have responded.
Re-designers: teachers pre-adapt existing materials beyond
simple reactive tweaks
Co-designers: teachers work collaboratively to develop
completely novel learning activities

McKenney Ecological Framework

McKenney Ecological Framework
What fundamental knowledge is required
Why certain things should be developed and
implemented
How to develop and implement them
When to act or implement tools and techniques
Whom to consult for optimal design and implementation
Where the design should be implemented

Integration of Technology, Pedagogy,
and Content Knowledge

OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, experience, and
abilities to make use of what I offer?

OK, I get it. Teachers are rad.
But how do I understand them,
their knowledge, experience, and
abilities to make use of what I offer?
Could I use this understanding
to impact my practice?

Instrument Development:
Smithsonian Learning Lab

1. Self-efficacy in the integration of technology into pedagogy
2. Knowledge and self-efficacy in design practices
3. Depth and frequency of the use of digital and digitized resources
for instruction

1. Self-efficacy in the integration of technology into pedagogy
(using the TPCK-Web Self Efficacy Framework)
2. Knowledge and self-efficacy in design practices
(using the McKenney Ecological Framework and the Cviko,
McKenney, and Voogt user roles)
3. Depth and frequency of the use of digital and digitized resources
for instruction
(using the TIDSR Survey on the Use of Digitised Resources)

High vs. Low Self-efficacy:
High: Users can take advantage of more
complex tools/platforms, so institutional
efforts could focus on improving quantity,
quality, variety, and accessibility of digital
museum resources, than on developing
applications of these resources
(i.e. lesson plans)

High vs. Low Self-efficacy:
Low: Users may need additional assistance
and PD in using these resources as well as
accessible best practices from museum
educators on using them within the
classroom.

Museums hold in trust an endless supply
of ideas, visions, and human mysteries to
be unlocked for audiences of all kinds.
It may be true that none of the museum’s several
audiences is more frustrating or more difficult,
but it is also clear that none is more important
than teachers, none more worthy of all the energy,
imagination, and intelligence the
museum can command.
(Newsom & Silver, 1978, p. 470)

Thank You
Paper / Survey Instrument
s.si.edu/MWXX
Also
I have stickers

Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators

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Moving from downloads to uploads: Toward an understanding of the curricular implications of access to large scale digitized museum collections on the professional practice of K–12 classroom educators