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Theorizing Digital Cultural HeritageA Critical Discourse$
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Fiona Cameron and Sarah Kenderdine

Print publication date: 2007

Print ISBN-13: 9780262033534

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262033534.001.0001

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Localized, Personalized, and Constructivist: A Space for Online Museum Learning

Localized, Personalized, and Constructivist: A Space for Online Museum Learning

(p.280) (p.281) 14 Localized, Personalized, and Constructivist: A Space for Online Museum Learning
Theorizing Digital Cultural Heritage

Ross Parry

Nadia Arbach

The MIT Press

This chapter explores how user-driven software, learner-centered education, and visitor-led museum provision address the challenges of online museum learning. It considers a model of increased personalization, localization, and constructivism that is more aware of and responsive to the experiences, preferences, and contexts of the distant museum learner. In this paradigm, the visitor-central online museum learning environment relies upon institutional vision (embedding these resources within a wider institutional strategy), technological agents (from intelligent agents to creative information architectures), and sound pedagogical principles concerning flexibility, socialability, and activity. The chapter shows that the aspiration for more personalized, localized, and constructivist online experiences influences not only the status, value, and role of new media within organizations, but also the readiness and capacity of museums to use technological innovation as well as the ways in which museums conceive and articulate their involvement with distance learning.

Keywords:   museums, user-driven software, learner-centered education, museum provision, distance learning, personalization, localization, constructivism, new media, technological innovation

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