Difference between revisions of "CLIO Design Proposals"
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==Overview== | ==Overview== | ||
Numerous proposals were drafted for CLIO and its precursors with each one improving on the last by widening the scope. These proposals are provided to illustrate the design process and evolution of the CLIO project from its inception. | |||
==Burke Museum== | ==Burke Museum== | ||
===Oral History Kiosk=== | ===Oral History Kiosk=== | ||
We submitted a proposal for University of Washington’s Resilience and Compassion Lab micro seed grant named “Many Voices: A Storytelling Toolkit for Community-Based Oral History Projects”. The project would be based on previous work by the Eastwick Oral History Project<ref>https://ppeh.sas.upenn.edu/eastwick-oral-history-project</ref> at the University of Pennsylvania. We would fabricate an interactive kiosk exhibit for the Burke Museum and it would use entirely free- and open-source technologies. | We submitted a proposal for University of Washington’s Resilience and Compassion Lab micro seed grant named “Many Voices: A Storytelling Toolkit for Community-Based Oral History Projects”. The project would be based on previous work by the Eastwick Oral History Project<ref>https://ppeh.sas.upenn.edu/eastwick-oral-history-project</ref> at the University of Pennsylvania. We would fabricate an interactive kiosk exhibit for the Burke Museum and it would use entirely free- and open-source technologies. | ||
{{See|Many Voices: A Storytelling Toolkit Proposal}} | |||
===BurkeBox Object Kiosk=== | |||
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeBox program. The Burke Box<ref>https://www.burkemuseum.org/education/educators-and-schools/burke-boxes</ref> is an educational program provided by the Burke Museum that delivers lesson plans, resources and museum-quality objects directly to classrooms. This program provides engagement and enrichment to elementary and middle school students about earth science, life science, and culture. Generally, these interactive lesson plans were facilitated by trained educators. | |||
We would be creating the first ‘advanced learner’ Burke Box, intended for high school students. This new Burke Box would be about the effects of nuclear development on ‘downwinders’ in Hanford, WA. Our lesson plans followed Washington State educational standards to include content from local history and culture, geology and physics, as well as multimedia recordings and first-hand accounts from those affected by the nuclear development. | |||
{{See|BurkeBox Proposal}} | |||
===BurkeMobile Interactive Kiosk=== | |||
There were changes in Burke Museum personnel that resulted in our project being moved from the BurkeBox program to the BurkeMobile<ref>https://www.burkemuseum.org/education/educators-and-schools/burkemobile</ref> program. This program, unlike the Burke Box, traveled to schools and community events outside of King county to facilitate pop-up exhibits educating about the very same subjects: life science, earth science and culture. At these events, museum educators would direct a lesson for groups of up to 30 students before inviting them to independently explore their collection of carefully-curated exhibits. | |||
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeMobile program. We wanted to integrate a digital kiosk into the pop-up exhibits that would behave similarly to the Oral History Kiosk, where visitors could bring an object up to a wireless NFC scanner and pull up a related digital interactive activity to learn more. | |||
{{See|BurkeMobile Interactive Proposal}} | |||
==CLIO== | |||
After deliberation about the original BurkeMobile project proposal, it was decided that a kiosk that required visitors to manually move objects around the table to operate might disrupt the flow of the exhibit setup, especially when working with younger audiences. Around this time, we began to more closely consider the MUSETECH Model for our project. Additionally, this project would become the basis of a University of Washington Museology Program graduate thesis, "''Designing and Deploying an Open Source Exhibit Kiosk''", with the intention to create a toolkit for use in any museum institution, not just the Burke Museum. This led to to the creation of CLIO, the extensible activity type framework, Facilitator Mode and Exhibit Mode. | |||
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeMobile program. We would be integrate digital kiosks into their exhibit tables, but they would serve a completely supplementary role. Digital interactive activities could be used to add additional context to the exhibit that was setup on the table, but it was not required. This would also potentially assist with the exhibit flow by prompting visitors to interact with the kiosk briefly before moving to the next section. Additionally, program facilitators would have more control over what activities were accessible to visitors, allowing them to adapt the interactive on the fly. | |||
{{See|CLIO Proposal}} | |||
==Slater Museum== | ==Slater Museum== | ||
===Nature in the Classroom Online=== | ===Nature in the Classroom Online=== | ||
Due to the Covid-19 pandemic and social distancing requirements, it was impossible to utilize CLIO as an interactive kiosk during facilitated in-person events, as originally planned. As a team, we brainstormed ways that we could still use CLIO in a facilitated setting that was remote, as opposite to in-person. Our goal was to create digital CLIO activities that could be used remotely, as needed during social distancing, but also be integrated into in-person facilitation as possible. We created activities that were used in a new blog-based lesson plans for teachers to share with their classrooms, named Nature in the Classroom Online. Fully remote educational lesson plans with pre-recorded facilitator videos, activities and student instructions allowed teachers to use them as part of a lesson. Two pilot programs were run using open-source video broadcasting software OBS where the Activities were interactively embedded into video conference software. Slater Museum facilitators could guide school students through how to use the activities before allowing them to be completed independently or in groups (breakout rooms) using their home computer by opening a link. | |||
As a result of pandemic restrictions, this proposal was largely informal and built upon weekly as part of our remote team project meetings. Dillon Connelly was taking part in a 9-month Americorp contract with the Slater Museum and Joshua Frechette was utilizing Independent Learning Contracts through the Evergreen State College to partner with the Slater Museum. | |||
== Evergreen State College == | == Evergreen State College == | ||
=== Community-Focused Technology Development === | === Community-Focused Technology Development === | ||
{{ | We worked with the Evergreen State College to create digital interactives – using CLIO and POP – that are displayed alongside on-campus exhibitions or features. This project was a collaborative effort to create exhibition content that engaged the expertise and educational resources of multiple project partners. We worked with the Evergreen Natural History Museum, the Daniel J Evans Library, the House of Welcome and the Evergreen Gallery to provide physical items, digital media and text-based interpretation for these exhibits. Exhibit and activity content was made by Evergreen faculty, staff, students and community members. | ||
{{See|Community-Focused Technology Development Proposal}} | |||
== References == | |||
Latest revision as of 11:44, 17 May 2022
Overview
Numerous proposals were drafted for CLIO and its precursors with each one improving on the last by widening the scope. These proposals are provided to illustrate the design process and evolution of the CLIO project from its inception.
Burke Museum
Oral History Kiosk
We submitted a proposal for University of Washington’s Resilience and Compassion Lab micro seed grant named “Many Voices: A Storytelling Toolkit for Community-Based Oral History Projects”. The project would be based on previous work by the Eastwick Oral History Project[1] at the University of Pennsylvania. We would fabricate an interactive kiosk exhibit for the Burke Museum and it would use entirely free- and open-source technologies.
BurkeBox Object Kiosk
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeBox program. The Burke Box[2] is an educational program provided by the Burke Museum that delivers lesson plans, resources and museum-quality objects directly to classrooms. This program provides engagement and enrichment to elementary and middle school students about earth science, life science, and culture. Generally, these interactive lesson plans were facilitated by trained educators.
We would be creating the first ‘advanced learner’ Burke Box, intended for high school students. This new Burke Box would be about the effects of nuclear development on ‘downwinders’ in Hanford, WA. Our lesson plans followed Washington State educational standards to include content from local history and culture, geology and physics, as well as multimedia recordings and first-hand accounts from those affected by the nuclear development.
BurkeMobile Interactive Kiosk
There were changes in Burke Museum personnel that resulted in our project being moved from the BurkeBox program to the BurkeMobile[3] program. This program, unlike the Burke Box, traveled to schools and community events outside of King county to facilitate pop-up exhibits educating about the very same subjects: life science, earth science and culture. At these events, museum educators would direct a lesson for groups of up to 30 students before inviting them to independently explore their collection of carefully-curated exhibits.
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeMobile program. We wanted to integrate a digital kiosk into the pop-up exhibits that would behave similarly to the Oral History Kiosk, where visitors could bring an object up to a wireless NFC scanner and pull up a related digital interactive activity to learn more.
CLIO
After deliberation about the original BurkeMobile project proposal, it was decided that a kiosk that required visitors to manually move objects around the table to operate might disrupt the flow of the exhibit setup, especially when working with younger audiences. Around this time, we began to more closely consider the MUSETECH Model for our project. Additionally, this project would become the basis of a University of Washington Museology Program graduate thesis, "Designing and Deploying an Open Source Exhibit Kiosk", with the intention to create a toolkit for use in any museum institution, not just the Burke Museum. This led to to the creation of CLIO, the extensible activity type framework, Facilitator Mode and Exhibit Mode.
We submitted a proposal to the Burke Museum's Education department for a technology project that would work to supplement their existing BurkeMobile program. We would be integrate digital kiosks into their exhibit tables, but they would serve a completely supplementary role. Digital interactive activities could be used to add additional context to the exhibit that was setup on the table, but it was not required. This would also potentially assist with the exhibit flow by prompting visitors to interact with the kiosk briefly before moving to the next section. Additionally, program facilitators would have more control over what activities were accessible to visitors, allowing them to adapt the interactive on the fly.
Slater Museum
Nature in the Classroom Online
Due to the Covid-19 pandemic and social distancing requirements, it was impossible to utilize CLIO as an interactive kiosk during facilitated in-person events, as originally planned. As a team, we brainstormed ways that we could still use CLIO in a facilitated setting that was remote, as opposite to in-person. Our goal was to create digital CLIO activities that could be used remotely, as needed during social distancing, but also be integrated into in-person facilitation as possible. We created activities that were used in a new blog-based lesson plans for teachers to share with their classrooms, named Nature in the Classroom Online. Fully remote educational lesson plans with pre-recorded facilitator videos, activities and student instructions allowed teachers to use them as part of a lesson. Two pilot programs were run using open-source video broadcasting software OBS where the Activities were interactively embedded into video conference software. Slater Museum facilitators could guide school students through how to use the activities before allowing them to be completed independently or in groups (breakout rooms) using their home computer by opening a link.
As a result of pandemic restrictions, this proposal was largely informal and built upon weekly as part of our remote team project meetings. Dillon Connelly was taking part in a 9-month Americorp contract with the Slater Museum and Joshua Frechette was utilizing Independent Learning Contracts through the Evergreen State College to partner with the Slater Museum.
Evergreen State College
Community-Focused Technology Development
We worked with the Evergreen State College to create digital interactives – using CLIO and POP – that are displayed alongside on-campus exhibitions or features. This project was a collaborative effort to create exhibition content that engaged the expertise and educational resources of multiple project partners. We worked with the Evergreen Natural History Museum, the Daniel J Evans Library, the House of Welcome and the Evergreen Gallery to provide physical items, digital media and text-based interpretation for these exhibits. Exhibit and activity content was made by Evergreen faculty, staff, students and community members.
