Travelling through the landscape of informal learning Applying views on learning in practice Rooske Franse Science Learning Center, NEMO Science Museum, The Netherlands REV Pre-Conference, 2016, Graz How to access and implement research findings Joanneum Quarter, Auditorium 3 Wednesday 8th June 2016 Integrating theory into practice 14:00-15:15

Travel guide for journeys through the landscape of informal learning an entry into theoretical information about learning experiences and practical tips from travelers Employees Dutch science centers and museums Experts informal learning working together with museums Sr. Content developer exhibitions Educator Scientist developmental psychology Writer “Kolb in the museum” Lecturer Academy Cultural Heritage Manager education Sr. Exhibition developer

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High Lights Landmarks ‘The Museum Experience’ by John Falk and Lynn Dierking ‘The Constructivist Museum’ by George Hein

High Lights Landmarks ‘The Museum Experience’ by John Falk and Lynn Dierking ‘The constructivist Museum’ by George Hein What is knowledge? How do people learn?

High Lights Landmarks ‘The Museum Experience’ by John Falk and Lynn Dierking ‘The constructivist Museum’ by George Hein What is knowledge? The Systematic museum The discovery museum The Orderly museum The constructivist museum How do people learn?

High Lights Landmarks ‘The Museum Experience’ by John Falk and Lynn Dierking ‘The constructivist Museum’ by George Hein Example of application: Using a conceptual frameworks to facilitate a discussion about learning and knowledge

High Lights Advanced level Traveling ‘Representational Redescription Theory’ by Annette Karmiloff-Smith Tacit knowledge is far more difficult to adjust then explicit knowledge.

High Lights Advanced level Traveling ‘Representational Redescription Theory’ by Annette Karmiloff-Smith Example of application: Applying research outcomes in educational workshops and activities

High Lights Hidden Gems ‘Contextual prerequisites for understanding: Some investigations of comprehension and recall’ by J. Bransford and M. Johnson.

High Lights Hidden Gems ‘Contextual prerequisites for understanding: Some investigations of comprehension and recall’ by J. Bransford and M. Johnson. Example of application: Applying research outcomes in exhibition development

High Lights Popular Destinations Howard Gardner’s Theory of Multiple Intelligences David Kolb’s Learning styles model Critical notes from scientifically point of view ‘Learning styles and pedagogy in post-16 learning. A systematic and critical review’ by Frank Coffield, et all . Example of application: Using ideas as inspirational tools, to make blind spots visible

Travel guide References New destinations? 50 books and articles Disciplines: - Science Education - Psychology - Museology - Design and Aesthetics - Visitors research - Didactics and pedagogy (general) - Social studies - Communication and Media 2009 Sue Allen and Joshua Gutwill: ‘Creating a Program to Deepen Family Inquiry at Interactive Science Exhibits’. 1989 James Carey: ’Communication as culture, essays on media and society.’ New destinations?

New destinations? Museum practitioners can benefit from people who can bridge the gap between theory and practice: select relevant topics write accessible publications

Integrating theory into practice Encouraging a research culture in NEMO, some key elements that work for us: facilitate the process, on a regular basis , for a longer period of time, working sessions, in a group context, (partly) resulting in concrete outcomes, Relevance Meaning making Examples Internal (NEMO) External Quarterly meetings (since 2010) NEMO’s vision on learning (2014) Taxonomy of visitor experiences (2014) Travel guide (2012) Reading club (since 2013)

Quarterly meetings Interdisciplinary Discussion Sessions in NEMO Programme makers, Educators, Academics Experience, Practice, Theory Example “What is learning?” “What makes a learning environment rich and rewarding?” “What is NEMO’s approach?” Result Joint vision NEMO Important to articulate in a joint process what for NEMO a rich, rewarding visitor experience actually means. What is important for rich visitor experiences according to the NEMO program makers Exhibitions & Programs, Science Learning Center “What is learning?” “What makes a learning environment rich and rewarding?” “What is NEMO’s approach?” Just a handful of the questions discussed by programme makers and educators in a series of content-focused sessions involving endowed professor Maartje Raijmakers. The results of these sessions, fuelled by ideas from science learning literature, were developed in greater detail and written up. This joint vision of learning provides a content-related framework in which to develop and prototype new concepts.

Integrating theory into practice Encouraging a research culture in NEMO, some key elements that work for us: facilitate the process, on a regular basis , for a longer period of time, working sessions, in a group context, (partly) resulting in concrete outcomes, partnership university supported by management two directions : theory into practice AND practice into theory, Examples Internal (NEMO) External  NEMO R&D prototyping (since 2014)   NEMO R&D research (since 2014) Museum Grants project (2016)

NEMO R&D Lab Space At the heart of the museum For museum and university For basic & applied research on science learning & prototyping Infrastructure Manual for researchers Internal & External communication Data storage Marketing Theoretical Framework NEMO’s vision of learning Visitor experiences at the heart of research Creating & Exchanging Knowledge

Integrating theory into practice Three chapters of the original guide translated into English.

Integrating theory into practice Applications Using conceptual frameworks to facilitate a discussion about learning and knowledge Applying research outcomes in educational workshops and activities Applying research outcomes in exhibition development Using ideas as inspirational tools, to make blind spots visible.