Case Study: Honolulu Academy of Arts
Description
This case study examined the use of technology to enhance the learning experience of the museum goer. The analysis included an analysis of the audience and their needs, a pre-visit investigation of Academy's website, a evaluative visit to assess their use of technology including audio-visual media, physical manipulatives, and print media. Evaluation was referenced to NAME's Standards for Museum Exhibitions, and theoretical readings.
You can download this paper by clicking HERE.
Instructor Feedback
From Dr. Peter Leong
Excellent use of images to reinforce narrative! Detailed description of experience. Good interpretation of readings and NAME standards! Great recommendations based on what other ILEs have done! Excellent integration of course readings! Wonderful, thoughtful analysis of recommendations!
AECT Standards it Meets
Standard 1: DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent
implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.1 Exhibit knowledge of and display skill in the analysis of current school media and educational technology (SMET) research on evaluation in order to evaluate SMETS projects and programs.
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.1.2* Apply knowledge of current trends and issues in the field of school media.
Header photo of artist Katie Small at the Honolulu Academy of Arts. Retrieved from the HAA website in Spring, 2011.
This case study examined the use of technology to enhance the learning experience of the museum goer. The analysis included an analysis of the audience and their needs, a pre-visit investigation of Academy's website, a evaluative visit to assess their use of technology including audio-visual media, physical manipulatives, and print media. Evaluation was referenced to NAME's Standards for Museum Exhibitions, and theoretical readings.
You can download this paper by clicking HERE.
Instructor Feedback
From Dr. Peter Leong
Excellent use of images to reinforce narrative! Detailed description of experience. Good interpretation of readings and NAME standards! Great recommendations based on what other ILEs have done! Excellent integration of course readings! Wonderful, thoughtful analysis of recommendations!
AECT Standards it Meets
Standard 1: DESIGN
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.b Identify theories from which a variety of ID models are derived and the consequent
implications.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.3.3 Identify and implement strategies to engage stakeholders in the process of diffusion, adoption, and dissemination.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.1 Exhibit knowledge of and display skill in the analysis of current school media and educational technology (SMET) research on evaluation in order to evaluate SMETS projects and programs.
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.1.2* Apply knowledge of current trends and issues in the field of school media.
Header photo of artist Katie Small at the Honolulu Academy of Arts. Retrieved from the HAA website in Spring, 2011.