Implementation of ‘In an interactive museum’ (SOI-GR-251)

This SOI is based on the learning scenario “In an interactive museum” by Kristina Kaučić. It offers learners the opportunity to explore art in context, in a role-play environment, and familiarize with the digital museum of Europeana. It promotes curiosity and critical thinking as well as interaction and dialogue. Furthermore, the innovative use of web tools enables students to develop media literacy. The implementation of the scenario was tailored to best meet the students’ needs, interests and abilities.

Family Idyll
Bohúň, Peter Michal
Public Domain Mark 1.0

The Implementation Context

The learning scenario was implemented by 24 6th grade Primary School students, aged 11-12, during two 45 minute lessons, in cooperation with the French teacher at school. The activities designed allowed learners to develop their cognitive and social skills and expand their knowledge in English, Art, ICT, French, and History. The LS was implemented in the framework of the “Skills Labs” project which is an innovative action implemented in all Greek schools. The “Skills Labs” action involves the introduction of thematic cycles to strengthen the fostering of soft skills, life skills and digital and science skills to young pupils. What’s more, all the material was uploaded on the e-me, the Greek digital educational platform.

Inquiry based group work and brainstorming

The Narrative

Initially, students discussed what art is in groups and a representative shared their findings with the whole class. They went on to reflect on what art is for people, and gave their answers in an answergarden. Then, six pairs of students took the blue index cards, and six other pairs of students took the red index cards. The Red Index Card groups, “the paintings”, scanned the QR code and read the information about the painting they had to represent. To facilitate their work, I used bighugelabs and printed museum cards with the relevant information, one for every group. After seeing the painting and the information, they selected the card from the Learning Station with all the Red Index Cards. The Blue Index Card group, “the visitors”, reflected on their questions. Then, they walked around the “museum” and, asking questions to the “paintings”, they found out which of the paintings was described to them. Finally, they reflected whether art is only what we can see or it has multiple meanings. They submitted their answers on the Tricider. In the next lesson, they prepared digital cards for the virtual museum of the class, with exhibits of their own choice.

The “paintings” and the “visitors” in action

Learning Outcomes

  • Learners managed to expand their world knowledge, and feel excited about their participation in the lesson and a positive predisposition to learning.
  • The effective use of digital tools increased student engagement and helped students build essential 21st-century skills, collaboration, communication, critical thinking and creativity.
  • The innovative collaboration enabled the students to have an interactive role playing experience that boosted their confidence and provided an authentic context.
Online debate

Learning for the Educator

There was fruitful collaboration with the French teacher. She facilitated learners with providing information about the location of paintings which were set in France, and inspired learners to use French during the lesson.

Using Europeana resources enriched the lesson and created the conditions for the learners to appreciate art, and have an interactive educational experience. The process of tailoring the LS was a challenge that actually fostered the integration of cultural learning, innovative techniques and student centered approaches. On the whole, an inclusive learning environment empowered students to connect, grow and innovate not only with the material they explored but also with each other.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario?

In an interactive museum created by Kristina Kaučić

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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Bibliotheken Universiteit Leiden.

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