Please post a comment to the blog by next class (5/2), reflecting on how the science communication strategies and framing recommendations described in the reading inform your design thinking and the messaging for the exhibit experience you are developing.
National Academies of Sciences, Engineering, and Medicine. 2017. Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies Press. https://doi.org/10.17226/23674.
The two assigned readings describe different methods for engaging people in the development of design ideas.
With reference to ideas covered in the readings, please describe how you might want to explore your team's exhibit concept in development. What would you like to test out in the museum to see how visitors respond to and experience your prototype?
Review Local Projects site and projects. Prepare 3 questions you’d like to ask Erik and John, submit as comments below for discussion.
BoW Title: The Digital Pen Design Documentation
Reflect on how the mixed methods Personal Meaning Mapping techniques described in Falk & Storksdieck (2005) paper could be adapted as a front-end research technique to help your team better understand visitors’ conceptual models, interests and motivations in relation to your exhibit topic.
Take a few minutes to think about what we've covered in class so far, and what we've heard from the Carnegie Museum of Natural History about their exhibition goals for We Are Nature: Welcome to the Anthropocene. In reviewing the selected exhibit concepts Becca provided us, which one(s) appeals to you as a starting point developing an engaging exhibit experience? What more do you need to know about the topic or visitors to be able to further develop this concept.?
THE AGE OF CONSEQUENCES
Directed by Jared P. Scott | Germany-Spain-Jordan-USA | 2016 | 80 mins
Friday, April 7, 2017
7:00 pm | CMOA Theater, Carnegie Museum of Art BUY TICKETS!
PROMOTIONAL PARTNER: Sustainability Pioneers
Falk, J. H. (2006). Understanding Museum Visitors’ Motivations and Learning.
According to noted museum studies scholar John Falk, visitors' identities, motivations and learning are deeply intertwined. All individuals enact multiple identities, many of which are situational and fluidly constructed in response to a social and physical context. Identity influences motivations, which in turn directly influence behavior and learning.
Visitors to museums tend to enact one or various combinations of five museum-specific identities, described in the above article: explorer; facilitator; professional/hobbyist; experience seeker; and spiritual pilgrim (aka "the recharger").
The above reading is a summary of the Museum Visitor Experience Model based on a conference presentation John gave in Denmark. If you'd prefer to read the longer, published article with further description of the identity categories see:
Falk, J. H. (2006). The impact of visit motivation on learning: Using identity as a construct to understand the visitor experience. Curator, 49(2), 151-166.
Post a reflection in the blog comment section below responding to Falk’s five categories of identity-related visitor motivations.
Reading Assignments for Thursday 23 March. Prompted Reflection due 1-hour before class.
Anthropocene Mind Mapping activity