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10 VIRTUAL MUSEUMS TO EXPLORE

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National Museum of Anthropology, Mexico City
Explore this museum and you'll find, at its centre, a huge pond underneath a vast square concrete structure supported by a single pillar known as el paraguas, or the umbrella. Around this are 23 exhibit rooms displaying treasures, including Mayan civilization artefacts, The Stone of the Sun and giant stone heads that were found in the jungles of Tabasco and Veracruz.

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10 Top Museums You Can Explore Right Here, Right Now - Google Arts & Culture

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National Museum of Anthropology, Mexico City Explore this museum and you'll find, at its centre, a huge pond underneath a vast square concrete structure supported by a single pillar known as el paraguas, or the umbrella.

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National Museum of Anthropology, Mexico City
Explore this museum and you'll find, at its centre, a huge pond underneath a vast square concrete structure supported by a single pillar known as el paraguas, or the umbrella. Around this are 23 exhibit rooms displaying treasures, including Mayan civilization artefacts, The Stone of the Sun and giant stone heads that were found in the jungles of Tabasco and Veracruz.

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10 Top Museums You Can Explore Right Here, Right Now - Google Arts & Culture

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National Museum of Anthropology, Mexico City Explore this museum and you'll find, at its centre, a huge pond underneath a vast square concrete structure supported by a single pillar known as el paraguas, or the umbrella.

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Come enjoy an overnight expedition at the Penn Museum select Fridays all year long. Explore the worlds of the ancient Maya, Egyptians, Greeks and Romans by flashlight and complete a continent-spanning scavenger hunt before catching 40 winks at the feet of the world's third largest granite sphinx.

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Pupils from The Broxbourne School were selected to take part in a very special mission - running Lowewood Museum for the day as part of national Takeover Day. The KS3 pupils organised object handling and guided tours of the collections, as well as marketing and educational activities. Takeover Day at Lowewood Museum was a great success, under the guidance of Audience Development Officer Francesca Pellegrino and Museum Officer Carly Hearn.

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We see our project on museums as a catalyst for learning, motivational, and encouraging our students to learn new knowledge and use that knowledge creatively. As students monitor their progress and accomplishments, they can discover something important nowadays: that remarkable results can be achieved when they persist in their learning.

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The project aims for the students to know the history and culture of other peoples.

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In this project teenagers from various countries are sharing an experience with visiting local museums. They focus on one topic from the list below and visit a museum (or another cultural institution, archive, historic place or exhibition). During their visit they follow the topic chosen and collect photos, information, interviews. They share their reflections, comments, materials on Twinspace and discuss about the topic in various countries and historical periods. The results of the project are narrations prepared by students about the chosen topic in museums in various countries.

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In this project teenagers from various countries are sharing an experience with visiting local museums. They focus on one topic from the list below and visit a museum (or another cultural institution, archive, historic place or exhibition). During their visit they follow the topic chosen and collect photos, information, interviews.

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Travelling museum is a project based on museums. The partner schools cooperate in order to make a series of collaborative activities and travel kits with museum objects made by students. The students will create an authentic material based on their research on museums, history and geography. The briefcases will travel around the countries.

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Travelling Museum eTwinning project presentation

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3.2 Classroom collaboration projects with museums

In Module 1, we heard that museums can be powerful facilitators of exchange and collaboration between individuals of different backgrounds. Let’s revisit this idea by exploring some classroom collaboration projects built around museums. The collaboration does not necessarily need to happen inside of the museum, but with the museum as its focus. As you browse through the examples of such projects, start thinking about how you could use museums to build a collaboration project of your own.

The following projects are all examples of good practice in museum-based projects(some of them still running, with potential to develop even further), with eTwinning students connecting, communicating, cooperating, collaborating and learning in, and with the help of, museums.

They are projects with individual students pretending that they are certain artefacts and writing biographical sketches, or journalists and interviewing either the artefacts themselves or individuals who might have used them; with students participating in trials about historical events in which they introduce specific artefacts present within the museum as pieces of evidence; with students developing their own ways of communicating the meanings of specific artefacts and exhibitions; with students seriously considering the essence of the artefacts, thinking critically about the ways in which the artefacts could be incorporated into engaging activities, and then actually using the artefacts for practical purposes; with students seeing the artefacts while viewing them, or hearing their message while listening to them; with students developing personal connections to various exhibits through predetermined objectives.

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Dear Peers I'm realy in a big hungry I need to prepare a workshop for a very important teacher meeting in Rome so I didn't have to much time. I worked out a project I leaded two months ago I think it's an important project and a nice format. I hope you can appreciate and understand my hurry. Warm greetings

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3.0  MUSEUM  PROJECTS “Landmark experiences (the ‘aha!’ effect) occur when previously misunderstood, unconscious or unfocused information gets synthesised into a new, conscious, articulate understanding.” Elaine Heumann Gurian, 2006.

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3.0  MUSEUM  PROJECTS “Landmark experiences (the ‘aha!’ effect) occur when previously misunderstood, unconscious or unfocused information gets synthesised into a new, conscious, articulate understanding.” Elaine Heumann Gurian, 2006.

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WONDER ROOMS 2.0 A Wonder Room for is a special learning place. A place in where people can learn by exploring and playing and most of all in where they costruct something new. In our case we try to stimulate teachers to create virtual learning places after a field trip with their students.

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Smithsonian National Museum of Natural History (the USA)London Natural History Museum (Great Britain)Google Arts & Culture webpage

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Smithsonian National Museum of Natural History (the USA)London Natural History Museum (Great Britain)Google Arts & Culture webpage

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Before visiting the museum teachers have to:

- put the visit in the curriculum,

- talk to museum personnel  what do we want to see (what exhibition), what is a goal of the visit, how many students will come to visit the museum, talk about price, duration of the visit.

- inform parents about the activity,

- inform students about the activity, what is a main goal of visiting the museum, what will they see there, what they have to bring with (notebooks, pens, a folder), how to behave in the museum (they will have to keep their bags and clothes in the wardrobe, they canˈt chew gums or eat and drink in there,   they canˈt talk to each other, leave the group, they have to listen to museum curator, if they are interested in something they should ask the museum curator but they canˈt interrupt, they have to write down some key words about the exhibition,…

It seems there are a lot of rules but young students have to hear  them.  They should know the museum is a cultural institution and there are special rules there.

Best wishes, Mirjana

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by Konstantina Papaioannou

1) identify prerequisites as to learners' knowledge and skills

2) activate learners' latent content and language schemata

3) identify learners' needs and interests

4) create expectations, motivate and trigger learners' curiosity

5) set learning goals

6) prepare well-structured worksheets promoting discovery and experiential learning

7) divide learners in groups

8) arrange transportation if needed

9) discuss about museum etiquette and general rules

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A long list of excellent activities at museums which we can use as inspiration for our next museum field trip.

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A long list of excellent activities at museums which we can use as inspiration for our next museum field trip.

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Things I LIKED

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How much the visit cost? Ask grant for it if it is expensive. Normally our school pay the entrance fee, transportation and guide.

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In Finland it looks that visiting museum or learning ourdoors is quite easy if I compere it to many other countries.

In our school it is recommendation to go out of school with students. I do not need any special permission to visit outside our school.

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DOCUMENTING A  FIELDTRIP BY ULLA ENGSTORM

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DOCUMENTING A  FIELDTRIP BY ULLA ENGSTORM

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YOU WON'T REGRET TO HAVE READ THIS ARTICLE

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A couple of months ago I volunteered to teach "a crash course on digital storytelling" to a class of 5th graders at our neighborhood school, the Barron Park Elementary School in Palo Alto. Their teacher, Mr. Wong, had mentioned earlier that it would be interesting to see if a new kind of documentation project would help students to better focus during the actual field trip.

Our practical goal was to create an interactive 360 degree documentary from their field trip to the Levi's Stadium in Santa Clara. I would be a visiting expert and a supporting parent, and coordinate the immersive storytelling process from data collection to editing with the students.

My personal goal was to get a real first-hand experience of creating a virtual tour in a group of 20+ students, who are "sometimes a bit out of control", as my son put it.

This is a brief summary of the project focusing on organizing the students' work; setting goals, planning, data collection, and editing. I look forward to hearing your thoughts on what more could we do to support the development of the 4Cs through digital - or immersive - storytelling.
Phasing the project: introduction, data collection, editing

Introduction: What kind of media expert do you want to be?

A week before the field trip, I gave the classroom a brief introduction to digital storytelling, sharing examples of virtual tours created by media companies such as ABC Local news, BBC, and Dallas Morning News. After sharing the examples, I told the class that their project would be as good as any of the professional examples we had just seen. Or maybe, it would be even better...

Time: The field trip had a set schedule consisting of various developmental activities at the Levi's Stadium. There would be no free time for the students to wander around, which meant any photographic, audio, or video documentation would need to happen during the guided tour.

Devices: Between 20 students divided into 4 groups, we had only 3 smartphones and one 360 camera. This meant the students would need to stay focused and ask for the devices when they needed it. After using the device, they would quickly return it to the teacher, who could give it to the next person.

Previous experience: Neitherthe teacher nor the class had any previous experience of using a 360 camera. Since the schedule on the field trip was extremely tight, we agreed that I would shoot the base 360 images while students would focus on the specific documentation tasks given to their group.

Now that I got their attention, we moved on to talk about the project organization. There were three main constraints we had to take into account:

In order to convey the idea of a non-disruptive but efficient working style, we talked about how journalists sometimes have to work "undercover", and what that would mean in this case.

Next, we talked about media production and how it requires seamless collaboration between various kinds of media professionals; researchers, journalists, sound engineers, photographers and videographers. At this point, I asked students to think which expertise group they would like to sign up for. The options were: research, photography, audio, and video.

Grouping students into sub teams was a practical experiment to see if most of the students would immediately identify themselves with one of the four expertise areas, or if there were students who could not find a group they wanted to sign up to. I had printed out a form for each group with space for max five students.
2. Before the field trip: planning
On teacher's mark, students launched themselves towards the signup table to make sure they got in the group they wanted. Out of 20, there was one student who did not want to sign up to any group because his first group choice was already full. Note that participation in this project was not obligatory.

A couple of days before the field trip, the students were asked to gather with their group for 20 minutes and write down ideas for data collection. The orienting questions were:

- Research team: What kind of facts will help you introduce Levi's Stadium to someone who has never heard of it?

- Photo team: What kind of photos will help you tell about the field trip? What kind of details can be captured at the stadium?

- Video team: What kind of video material and interviews would complement the story?

- Audio team: What kind of sounds you could capture at the stadium? Write down ideas for ambient audio or narration.

The idea was that a tentative plan of the data collection would guide the use of the mobile devices during the field trip. Here is how the plan for the photo team looked like.
3. During the field trip: Data collection
At this point, all the planning and preparation was done, and we were ready to get on the bus and hit the road!

In full transparency, I was a bit nervous about this part. How could we manage the data collection with 20 students and only three phones without causing a disruption? On the bus, I gave the students color-coded ribbons that they could wrap around their wrist. This made it possible to easily see who belonged to which group:

Research team - blue

Photo team - green

Audio team - yellow

Video team - red
4. Editing
To my great surprise, the field trip went great. There was no problem whatsoever managing the group or the data collection. One at a time, students from the audio, photo, and video teams took turns borrowing the smartphones when they needed them, and returned them right after. The documentation did not disrupt the agenda, and the students got great closeup images and audio clips from the museum, the field, and the hall of fame. Most likely the person who was most stressed during the trip was myself, because my Ricoh Theta camera crashed more than once (never happened before), and I had to delete and reload the app several times to be able to take the base 360 images. I was incredibly happy nobody else had to deal with it.

Before we started the editing process, I spent some time uploading the students' photo, audio, and video materials on a shared Google Drive. This part of the process would have been faster if the students had used their own iPads for closeup photos, audio, and video recording and saved them directly on a shared folder.

To save time, I had also uploaded all the 360 images to the teacher's ThingLink account previous to the editing session. Otherwise, we would be spending at least an hour transferring the 360 images from the Ricoh Theta camera first to email and from there to ThingLink. This part of the process (image transfer) should definitely be made easier for the user.

Choosing background and close-up images process

Suggesting, commenting, and writing descriptions for each image

Commenting on the position of the tags

Rotating the master editor so that each student got to add at least one tag in the base 360 image

Since our goal in this first project was to get 20 students to contribute to one 360 tour (instead of creating multiple tours), we had decided to edit the documentary in small groups, using one laptop and one ThingLink account as the master account. This way we worked with one type of "media experts" at a time and made sure everyone would get to participate in the editing process including:
1st session: Adding photos and descriptions
In total, after the field trip we had three one-hour editing sessions with the different media groups - and the final presentation.
2nd session: Uploading sound effects and narration
First, I invited the research and photo teams to select the 360 photos for our documentary. Selection criteria included camera position, lighting, and the overall atmosphere in the photo. I also asked the photo team to label all the closeup images in the shared Google Drive folder. This would make the actual editing faster later on. After this was done, students started adding 3-4 closeup images and descriptions to each 360 image.
3rd session: Embedding videos
During the field trip, students in the audio team were able to record some ambient sounds and sound effects from the stadium. During our editing session, each of the team members used a voice memo app to record a brief narration for each of the base 360 images. Some wrote down their sentences on a piece of paper before recording, while others went freestyle improvisation. Each students got to retake their recording until they were happy with it.

In the video team we were lucky to have one student who wanted to be in front of the camera, and another who wanted to record and edit the video. During our editing session, the students were able to record a good video commentary about the highlights of the field trip, but we did not have time or permission to upload it to YouTube, and the video file itself became too heavy to be uploaded to ThingLink. Realizing this is not going to work in the timeframe we had, students were able to find some historical videos about the San Francisco 49ers, the home team of the Levi's Stadium, which they embedded in the final documentary.
5. Final presentation: when it all comes together
Finally, after all the materials had been added to the four individual 360 photos, one of the students linked them into a tour.
Notes and learnings
As we had chosen to work in small teams that each focused on one type of media, presenting the ready tour to the entire classroom was a special moment. The miscellaneous materials that did not make much sense on their own, had now (thanks to this wonderful teamwork!) come together into an informative and engaging 360 documentary! Teacher Mr. Wong was very happy with the result. "Wow, you guys sound so professional!", he exclaimed. "Next, we must make a tour of our school!"

1. Practice using the 360 camera or app beforehand. Something unexpected may happen, and if so, it is good to know how to fix it.

2. Work with another teacher. If you can. This way one of you can focus on device and tech support during the field trip while the other can help students focus on their learning goals.

3. Create a tentative storyline. This is for the editing phase, and helps students to understand how their contribution impacts the overall production.

4. Make 360 image sharing easier. Ideally, one should be able to send 360 images directly from the camera to the editor.

5. Work in small groups. This gives students a better opportunity to collaborate with others during the editing phase.

Looking back, this was an ambitious project because the schedule was so tight, but it did give some valuable insights into how teachers (and technology developers) can best support immersive storytelling in the classroom. Below are some tips I wrote down right after the field trip. Next, I would love to hear what are yours!

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Immersive Storytelling with 5th Graders: Documenting A Field Trip to Levi's Stadium

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A couple of months ago I volunteered to teach "a crash course on digital storytelling" to a class of 5th graders at our neighborhood school, the Barron Park Elementary School in Palo Alto. Their teacher, Mr. Wong, had mentioned earlier that it would be interesting to see if a new kind of documentation project would help students to better focus during the actual field trip.

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'Step in the shoes of an refugée' this exibition is created in the Hague by the Red Croce organisation. I wanted to documentate a fieldtrip my family to share this experience with my students and friends. Here for I created a Thinglink VR because it's almost impossibile to bring my students to The Hague. Maybe this fieldtrip can seed interest and give us ispiration  to create something new. We  could try to remake these Thinglinks and change the digital content inside. In this way my students become engaged in the project imaginating  and creating an immersive space about immigration by their own. I put my answers in this 360 story just seek for the labels in the first, second third and sixth room.

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it into curriculum

plan a date and time

choose class and type of museum

organize transport

get parents approval

choose the theme and arrange the class

tell the students the rules of good behavior

get to know them with tasks

Petra Kokeza   Forum Discussion

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There are usually three main parts to planning a field trip: pre-field trip activitiescompleted in the classroom, field trip activities at the museum, and post-field trip activities conducted back in the classroom. For an example of this process, take a look at this video showing each of the stages of the field trip to a museum:

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In this module, we will:

explore how to prepare a field trip to a museum

exchange tips and tricks for during the field trip

discuss how to follow up and assess learning on a field trip

discuss the potential of virtual field trips

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“The magic of a field trip isn’t just the subject. It’s the break in routine and adventure that opens up children’s minds to new things.” Unknown. Found on Field Trip Factory

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Presentations:

How to inspire learners with culture. Europeana digital collections for teachers. By Milena Popova, Business Development Manager at Europeana Foundation

Intercultural learning, creativity and innovation in museums. By Jenny Siung, Head of Education in the Chester Beatty Library, Dublin

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1.4 Your final course activity - designing a museum learning lesson plan

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FInal course activity - designing a museum learning lesson plan

REMINDER:
In order to complete this activity, you will have to follow these steps:

1. Write your lesson plan using the Learning Designer (see the course introduction for more information on the Learning Designer). The lesson plan should integrate some of the ideas, tools, activities, etc. that have been covered on the course. Use these rubrics to guide your drafting of the lesson plan. Your lesson plan has to be in English, otherwise it will not qualify.

2. Submit your lesson plan via the platform interface in Module 3. The deadline to submit your file is Wednesday, 11 April 2018 at 23:59 CET.

3. Review three other people's lesson plans. Provide feedback for each lesson plan you have been assigned by completing this rubric document (OpenOffice version here). The deadline to hand in your reviews is Wednesday, 18 April 2018 at 23:59 CET.

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Museum of Contemporary Native Arts Interactive

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SheepTag: An Interactive Museum Exhibition

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NICE TO MEET & HAPPY TO SHARE Hello dear Peers, as you see my name is Astrid. I'm a primary teacher, teaching religion in two little school with about 95 students each. I live near Venice and my school is about one hour of Venice. Beside my schoolactivities I'm a teacher trainer. I like to be creative with simple tools and my most be loved are Thinglink and Cospaces. I followed many courses of the european School Academy and this is my second School Gateway Mooc.

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How museum exhibits and have changed from fairly passive and static forms of media, such as text and images, to much more interactive forms of media, allowing for a more active process of knowledge creation than before.

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What a ethical & social learning place

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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REFLECT ON THE CONCEPT OF MUSEUMS AS SOCIAL LEARNING PLACES 

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REFLECT ON THE CONCEPT OF MUSEUMS AS SOCIAL LEARNING PLACES 

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This winter I discovered with my own children the Wonder Rooms in het Gemeente museum of the Hague. An incredibile experience. We played, we talked, and we came back at least three times in the next days because we wanted to explore more. I took the idea with me and I'm working on it to find keys  to introduce this in my classroom. I made a Thinglink VR  ( so you can look around 360°) and visit the places another time with me if you like. This musuem was exactly what Nina ment to say in her Ted Talk. When every can interact in a museum we will be involved , we could learn from the ideas from others, discussion could become eye openers and this makes we could realy learn new things. I think that to learning in an informal way in a place where you feel create empathy and deeplearning. Schools and museums should need to innovate together.

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Access to – and participation in – culture facilitates the creation of one’s own sense of identity and belonging. It also promotes social inclusion processes and lifelong learning. As cultural institutions, museums play a key role in these processes.

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Opening up the Museum: Nina Simon @ TEDxSantaCruz

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A Museum is ‘a magic place of discovering and mirroring’
A place for intellectual and spiritual growth...a special meeting place where past and future meet. The Museon in the Hague - Netherlands is such  a Museum. Museum are Wonder Rooms!

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A Coggle Diagram about And how would you prepare your students to benefit from such interactive experiences? I would have prepared worksheets and different activities, which should take no more than 8 minutes each so that the students participated, focused, collaborated and learn though a playful way.