In this paper we investigate how people become engaged with open data, what their motivations are, and the barriers and facilitators program participants perceive with regard to using open data effectively.
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TEAM MEMBERS:
Jack ShanleyCamillia MatukOded NovGraham Dove
Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice
In this study our goal is to conduct a "connective ethnography" that focuses on how gaming expertise spreads across a network of youth at an after-school club that simultaneously participates in a multi-player virtual environment (MUVE). We draw on multiple sources of information: observations, interviews, video recordings, online tracking and chat data, and hundreds of hours of play in the virtual environment of Whyville ourselves. By focusing on one particular type of insider knowledge, called teleporting, we traced youth learning in a variety of online and offlien social contexts, both from
Community learning of science and technology has undergone radical review in the past few years. This paper outlines changes that have taken place in research methods that have addressed the informal learning of science, particularly in the museum sector. We discuss the shift in perspective that has occurred over the past three decades in the public understanding movement, examine some current issues, and suggest future directions for research. The paper concludes with a personal vision for the future of community learning about science and technology.
Science, technology, engineering, and mathematics(STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. What difference do these programs make, and how can we improve them? These questions preoccupy educators and funders alike. OST program developers and providers can benefit from understanding why evaluation is critical to the success of STEM OST programs, what data collection
This paper outlines theoretical foundations, methodology, and key findings from a membership survey conducted by the San Antonio Museum Association in 1987. The study was designed to provide insights to a variety of assumptions upon which the Association's membership management and marketing strategies were based. Central among the questions to be answered were the determination of the motivations expressed by members for joining the Association and forecasting potential changes in member program preference and member attendance patterns.
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James D. BigleyDaniel R. FesenmaierMark LaneWesley S. Roehl
From October 1965 to May 1966, the Science Museum in London displayed the American spacecraft Freedom 7, the first capsule in NASA’s Mercury programme to take a human on a suborbital flight. Archival records concerning this temporary display are extensive and contain photographic sources as well as written ones. This case therefore lends itself to a study aimed at evaluating the comparative merits of these two types of records, for understanding the logic at play in the display, and for retrieving at least part of the visitors’ experience. Visual sources emerge from this comparison as