Comps Education

Humanistic Free-Choice Learning

Prioritizes the learner's autonomy, emotions, and self-actualization over rigid, teacher-directed curricula. It posits that individuals have an innate drive to learn and grow

Maslow’s Heirarchy of Needs

Withou basic needs being met such as food, shelter and saftey, it is incredibly challenging for an individual to learn. (Physcological needs, saftey needs, love and belonging, esteem, self-actualization)

Blooms Taxonomy

There are six levels of learningg depth, at the bottom is memory recal and on the top is creativity.

Inquiry-Based Learning

Unusual thinking stratagies

Experiential Learning

Learners are taught through real-world situations for deeper understanding and development (ex. field trips, internships, simulators) allows more more than just memorization

Play-based learning

Pretend play, nature play, game play

Object-based learning

Letting objects spark conversations, inquiry, exploration, vizualization, is sometimes tactile.

The Event 8

1) saftey/security, 2) goals & target audience, 3) publicity, 4) budget & sponsors, 5) supplies, 6) staff and volunteers, 7) performers and celeberties, 8)evaluation

Traditional Lecture/Text Learning

(Knowledge independant of learner, incrimental learning)

Stimulus-Response Learning

(Incrimental learning, knowledge exists within the individual) learning passivly but socially. Reward-based learning, heavy on behaviorism

Discovery Learning

(Knowledge independant of learner, learner constructs knowledge) investagatory, expolroatory, problem-solving, curiosity build on knowledge of prior concepts.

Constructivism

(Learner constructs knowledge, knowledge exists within the individual) The learner constructs the knowledge and teaches it to themselves (ex. Tinker rooms) Ideal for museums MEANING MAKING

How has the practice of Museum Education evolved

An overall shift from museum educators being serivce providors to strategic leaders, overal profesionalization of the trade seen through vocabulary, conferences, positions, practices, and advocacy for the field

What is the role of professional orginizations in museum education

They have shaped the field, established standards, liturature, and collaborative networks.

Hein on learning in museums

Learning is active, contextual and socially constructed. It differs from classroom learning because it is self-directed and voluntary. Because of this, there is no single uniform outcome. Advocates for constructivism as the ideal form of museum education

McCray on Adult learning

adult learning (andragongy) applies to front-line educators and volunteers as well as museum guests. Adults learn in differnt ways from children as they are often motivated by problem solving or their personal interests and goals.

Intergenerational learning

Activities should encourage teamwork and interation between generations while having aspects that appeal to all ages. Children’s museums are great examples of this as they provide opportunities for social work and family rehabilitation through calaborative learning. Spark conversations (ex. grandparents telling stories). Seperate labels for different ages