Entries are projects that are developed as outreach to teachers, classrooms, or the community or are developed as pedagogical training tools. The educational component is key.
Jury Chair: Lynda Kelly
Head of Web and Audience Research, Australian Museum
GOLD: Teaching and Outreach Videos
Art Institute of Chicago and Angle Park, Inc.
Judges said: This website was extremely comprehensive with high quality images and audio. The interface was excellent—simple text and clear navigation suitable for the target audience. The design was lovely, fresh clean and appealing with good accessibility. The overall appeal was high.
Producers said: Collectively directed towards educators, parents, and caregivers, the Art Institute of Chicago’s teaching and outreach videos demonstrate meaningful and effective strategies to engage young audiences on their visit to the art museum.
Fun and appealing gallery activities for children and their families are highlighted in the “How to Engage Your Children in Art.” Art Institute museum docents demonstrate techniques for managing school groups in “Model Gallery Teaching,” offering educators a variety of interactive teaching approaches that help inspire student engagement and inquiry. For educators interested in exploring the possibilities of using art to teach across the curricula, “Using the Museum in the Classroom” familiarizes teachers with the wide array of classroom resources and programs available through the Crown Family Educator Resource Center.
Dynamically accessible in the museum and online with both English and Spanish subtitles, this group of videos created by the Art Institute of Chicago and film company Angle Park, Inc., helps teacher-student and parent-child audiences make the most of their museum visit.
SILVER: “Westward!” Electronic Field Trip
Colonial Williamsburg Foundation
Judges said: The content was interesting as it was a different, yet comprehensive take on history. The images and videos were very clear and showed a professional production, with a good mixture of music, dialogue and sound effects. The interface provided a wide range of options for different users. A very innovative use of technology and appropriate to the target audience. Overall an engaging way to actively involve students in the processes of history.
Producers said: The Colonial Williamsburg preserves and operates the restored 18th-century capital of Virginia as a town-sized living history museum, telling the inspirational stories of our nation’s founding women and men. Extending the mission “that the future may learn from the past” to new, distant and diverse audiences, Electronic Field Trips such as “Westward!” help bring American history alive. Designed for 4th through 8th grade students, this program combines interactive distance learning with relevant stories of people, places, and events from the past to motivate learners.
Civics, social studies, and historical literacy skills are built by immersing students in historical content through dramatic and documentary style video, and infusing technology and interactive learning (email, message boards, video questions, web conferencing, online votes, web activities, streaming video, and live phone-in questions) into the classroom. Through the “Westward!” program students explore the story of the early days of America westward expansion. Daniel Boone recounts the exciting experiences and unexpected consequences associated with moving west. Students work with mapping and Boone family avatars in the online activities. Teacher guided lessons enhance the experience and provide background for this history exploration.
BRONZE: NPM e-Learning course: Chinese Jade
National Palace Museum
Judges said: This CD had a depth of content, with stunning use of visual and graphics and good use of narrative. There was a good variety in audio and video. The design was of high quality and accessibility good. This CD exhibited an innovative use of technology and it was clear that the developers tried very hard to make this product special for the target audience.
Producers said: The National Palace Museum manifested its “National Palace Museum Chinese Art and Culture e-Learning Project” by establishing the e-Learning website (http://elearning.npm.gov.tw) in 2003 in order to promote and make use of the Museum’s educational resources and to support the cultivation of cultural learning. By combining the extensive art and culture resources with modern internet technology, the Museum has formulated lively interactive learning materials congruent with the Museum’s vision for lifetime of learning and spreading cultural resources.
The e-Learning course “Chinese Jade” is part of the Project mentioned above. The target audience ranges from students between the third to the sixth grade. The program is available in three languages: Chinese, English, and Japanese; each version contains five lessons. The lessons are designed to help users to comprehend the beauty of Chinese jade from the aspects of design, material, and meaning. It requires participation via interactive multimedia, presenting cultural artifacts in a lively and user-friendly way and allowing users to become better acquainted with Chinese jade.
“Chinese Jade e-Learning Course” has so far attracted 39,102 users since its debut in June of 2009. The Museum is grateful to the members who contribute to the production and the support of the National Science Council, Executive Yuan in Taiwan.
HONORABLE MENTION: Learning to Teach with Art and Technology
Smithsonian American Art Museum
Judges said: The panel felt that the overall approach, underpinning concept and ways of interactively engaging teachers in using the web in conjunction with the Museum’s content was admirable and highly innovative.
Producers said: Since 2008, the Smithsonian American Art Museum has partnered with Cisco to create a new model for teacher training. Designed to aid educators and school systems with the current challenges they are facing preparing students for the future, the Cisco—Smithsonian American Art Museum Teacher Institute initially reached out to interdisciplinary teams of teachers in grades 5–12 from school districts in Louisiana and Mississippi impacted by Hurricane Katrina. The Institute’s goal was to provide teachers with skills and techniques to utilize works of art as primary sources in their classrooms with the use of technology tools such as blogs, podcasts, and Web 2.0 applications. A collaborative website was designed and implemented to build a community of practice and provide participants with a means to share ideas, resources, and experiences both before the Institute began and well after it ended. Each participant developed his or her own homepage on the site and used it to blog daily about his or her experiences. They posted photos, added music, and shared lesson ideas. The partnership continues as participants share their knowledge in local and national workshops, on the collaborative website, and through real-time videoconferences with the Museum for their students. In all, more than 3,500 teachers have benefited from this professional development model and the techniques and strategies developed in this partnership have the potential to benefit even more communities across the country.
Jenny Horder, Manager Learning Services, Australian Museum
Mal Booth, Director (Education & Research Services Unit) University Library, University of Technology Sydney
Tom Voirol, Consultant, Online Strategy
Helen Whitty, Producer, Public Programs, Powerhouse Museum
Professor Susan Groundwater-Smith, Department of Education, University of Sydney
Paula Bray, Manager, Visual & Digitisation Services, Powerhouse Museum
Pauline Fitzgerald, Education Officer, State Library of NSW
Jonathan Cooper, Manager of information/website, Art Gallery of New South Wales, Sydney
Dr. Sophie Lieberman, Coordinator, Science Communiciation Australian Museum