This book chapter, which describes emotional accessibility in digital learning experiences and its relation to Universal Design, was included in the book "Inclusive Digital Interactives: Best Practices + Research" published by the Smithsonian. This chapter includes a description of the Productive Struggle project, data highlights, and information on how attending to emotions can broaden our concepts of accessibility.
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Beth MalandainSunewan PanetoKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
DATE:
TEAM MEMBERS:
Sunewan PanetoBeth MalandainKatharina Marino
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
As part of an NSF-funded project, Guidelines for Designing Challenging and Rewarding Interactive Science Exhibits (DRL-1612577), the Museum of Science, Boston, CAST, EdTogether, and the University of Rochester held a four-part webinar series on “productive struggle,” a mixed emotional experience during which learners persist through negative feelings like confusion and frustration to achieve a satisfying resolution. In this webinar series, members of the team talk through their thinking and methods in designing productive struggle exhibits and also highlight how designing for emotions can
Pull up a chair to learn about Middle Ground, a facilitated exhibition project that stands at the intersection of social science, social justice, place-making and research on informal learning. We’ll describe the exhibition’s content of bias and stereotyping, facilitation by formerly incarcerated community members, and research results on the impact of facilitation. Presentation made by Hsin-Yi Chien, Robert Dixon, Josh Gutwill and Louie Hammonds, Sr.
“Not a place for me” is often one of the main reasons people choose not to visit art museums.
Such perceptions of art museums call for institutions to create wider and more diverse entry points for visitors. At the Art Institute of Chicago—envisioned by our first president as a “museum of living thought”—we seek to continually expand art historical narratives by bringing together a plurality of perspectives and voices to processes of research, scientific and creative inquiry, and to increasingly varied modes of public engagement with art. To achieve these goals we developed a multifaceted
This webinar was presented by the NSF Education and Human Research (EHR) Department to describe a current funding opportunity, the EHR Core Research (ECR) program.
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TEAM MEMBERS:
Earnestine EasterGregg SolomonJolene Jesse
At the Ecsite Conference held in Copenhagen, Denmark, in June 2019, a pre-conference workshop was held entitled "Beyond fact-checking: addressing misinformation". This workshop brought together practitioners in science engagement alongside researchers on the topic of misinformation from across Europe and beyond to focus on that topic.
Following this workshop, Ecsite, and The Kavli Foundation who supported it, decided to put together this resource document, for anyone developing or implementing activities or exhibitions working to engage the public in science.
This document has been
The data collection procedure and process is one of the most critical components in a research study that affects the findings. Problems in data collection may directly influence the findings, and consequently, may lead to questionable inferences. Despite the challenges in data collection, this study provides insights for STEM education researchers and practitioners on effective data collection, in order to ensure that the data is useful for answering questions posed by research. Our engineering education research study was a part of a three-year, NSF funded project implemented in the Midwest
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TEAM MEMBERS:
Ibrahim YeterAnastasia Marie RynearsonHoda EhsanAnnwesa DasguptaBarbara FagundesMuhsin MeneskeMonica Cardella
The visit to a science museum may be manifested through complex and dynamic motivations which, according to the literature, are under-investigated in a Brazilian context. In this study, an instrument has been modified and applied to 202 visitors up to 15 years in order to investigate motivation for visiting. Combined application of Exploratory Factor Analysis and the Information Bottleneck method revealed that 17 out of the 20 initial items in the questionnaire aligned with three dimensions of motivation. The main motivation was learning desire, while entertainment and interaction motivations
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TEAM MEMBERS:
Ana Cláudia KasseboehmerRosana de Fátima MartinhãoKenia Naara ParraDaniela Maria Lemos Barbato
This year marks the 50th anniversary of the founding of the Exploratorium, the self-described "museum of science, art and human perception," in San Francisco, California and the 10th anniversary of the launching of the National Research Council/National Academy of Sciences, Engineering and Medicine report Learning Science in Informal Environments: People, Places and Pursuits. The moment offered me an opportunity to reflect on my own professional journey, which began at the Exploratorium, coincided with a growth spurt of field knowledge-building and has included experiences that inform how I