Museum education is continuing to evolve as a museum field after many years of creating programs for schools and the public. While I have over seven years’ experience in the field so far, I have seen many changes to advance the field and make an impact on the community around us. For instance, in my last blog I discussed the continuously evolving inclusion of programs for people with special needs. Also, the internet has given the world, especially the museums, opportunities to connect and provide ways to learn online. This week I am looking at museums in the virtual world, including social media and online learning, and my reactions to these changes. When I was growing up attending museums, the internet was still a new concept created and not many websites offered online learning. As a child, I visited more museums than finding out about museums on the internet. My family would drive down to see Washington D.C., Thomas Jefferson’s Monticello, and Gettysburg battleground during the summer. I used the internet later to assist me with research for school and I used the internet more when I went to college and graduate school.
When I was at Western New England getting my Bachelor’s degree I participated in different courses that used online tools as part of curriculum. Most of my classes were in person courses with activities and assignments taken in an online portal, MYWNEC, as a supplement to these courses. I took two online courses, and with some exceptions the class met online; my first course was a psychology course that was entirely online and my second course was an art history course that occasionally had assignments where I had to attend a museum to complete them. I had a few courses that took place completely in the classroom. Meanwhile while I was at Central Connecticut State University getting my Master’s degree, there were no online courses provided in the program but I used resources online as part of my research for papers and projects. For instance, when I worked on the proposal for Connecticut Historical Society’s next exhibit which was eventually accepted and became Cooking by the Book (it was displayed from January 2013 to April 2013), I used their online collections resource to decide which objects to include in the proposal. Outside of school I took a few online courses on edx.org about various subjects including history and interactions in the classroom; I take these courses at my own pace to keep my skills relevant and updated. While I was becoming a museum professional, I saw how museums utilized the internet to create websites that provide information about their exhibits, programs, and resources.
Each museum I worked for have various ways visitors and potential visitors can access what they offer on the internet. On Stanley-Whitman House’s website, it has the history of the house and information on the museum as well as information about education programs, adult group programs, and special events & programs. The Stanley-Whitman House also provides information about the collections, gardens, exhibits, and research services. On Connecticut Landmarks’ website, it provides information about the nine properties it owns especially the two properties I worked at, Butler-McCook House and Isham-Terry House; the website also provides other information including information about the organization, upcoming special events, events calendar, a link to the facilities rental site, various ways individuals can donate to the organization, ways to get involved in the organization, and press releases. On Noah Webster House & West Hartford Historical Society’s website, in addition to information about the historic house museum/historical society and on how to become a member, it has information about school, youth, adult, and public programs as well as information about their exhibits especially their new tablet tour I learned about while I was a museum educator there. The website also has a Discovery & Learn section which includes the history of Noah Webster and West Hartford, brief descriptions of the historical society’s collections; a kid’s corner that includes interactive activities kids can download and click on tabs to learn about the history of West Hartford and Noah Webster, and teachers can download keys to a couple of the activities; and a Q&A section with the Executive Director that is coming up soon. On the Long Island Museum’s website, it has various information including on exhibits past and current, programs for students, adults, public and families, and a collections database that allows visitors to look up various pictures, books, and objects found in the museum’s collection. The previously mentioned museums’ websites have different ways to grab people’s attention and help bring them to these museums.
Museums use and should use the internet to their advantage to expand their reach to their audiences. As technology and the internet continue to evolve, museums also need to evolve to gain as well as maintain visitors to their exhibits. One of the books I read about museums and the internet is called Unbound By Place or Time: Museums and Online Learning by William B. Crow and Herminia Din published by the American Association of Museums Press (now called the American Alliance of Museums) in 2009. This book discusses various forms of online learning, the advantages and challenges of online learning, and how museums can utilize online learning.
Crow and Din also provided case studies that gave examples of how museums can create successful programs for visitors. The authors also stated that it is important to recognize that in the end our online programs are tools, no matter what we learn and experience our relationship with it will change as it evolves, and that what is consistent is our dedication and commitment for providing resources our museums offer. This is true even today especially with new technology being used in school and adult programs; at Long Island Museum for instance has a program for Alzheimer’s patients that use a tablet to play music related to objects and sections in exhibits. It is also true especially as skype is used to communicate with people and it has the potential to be used in more museum education programs. What do you think of the relationship between museums and online learning? Does your organization have online programs? If so, what are the advantages and challenges you find as an educator using these programs? If your organization does not use online learning programs, would you like to introduce this to your museum/organization and create your own?
Source: Lindsey Steward
Featured photo source: Museeum