Design of Web-Based Support System of Educational Programs for Museum of Science and Innovation

This paper describes ongoing research of design of web-based support system for educational program held in a science museum. We are now going to develop the system at National Museum of Emerging Science and Innovation in Tokyo, Japan. Educators and learners can access to the web site for making learning activity plan, searching learning resources, carrying out their researches, and discussing with people involved in the museum. The system will aim at offering the science museum as learning environment which explains the importance of science and technology, and the pleasure of research. 1. Research Backgrounds Educational program in a museum [1][2][3] is a popular way to offer learning resources for deeper understandings of exhibits more effective. Meanwhile, many educators hope that museums will offer not only educational program, but also the consecutive and comprehensive learning support from the mu seum. In Japan, although there are some noteworthy activities in science museums that hold comprehensive learning [4], many school children have few chances to participate such activities until these days. Students who are just browsing around in the museum are not uncommon. For consecutive learning support from the museum, one of the answers is in the network. From the viewpoint of network-based support for education, so-called “virtual museum” technology enables to provide additional opportunities for information access [5][6]. Offering web-based curriculum for science education also gives favorable results that learners will find them exciting and engaging [7]. Moreover, many recent researches argue that communication over the net affects learning. Computers are also defined as tools for communication on educational settings [8][9][10][11]. With the network-based activities, more fulfilling educational program should be promoted. 2. Educational Program and Design of Web-based Support System Thereinbefore, we conduct research project that sets a final target on developing a new way of management of the educational program in science museum for stimulating learning activities for school learners and educators. In this chapter, we will describe the outline of the educational program, and the web-based support system in detail. 2.1 Outline of the Educational Program The educational program research has carried out at National Museum of Emerging Science and Innovation (MeSci) in Tokyo, Japan [12]. MeSci, opened in July 2001, is the place for encountering and learning about cutting edge science and technology. Figure 1 shows outline of the educational program. The program is consisted of three major items: “Activities for Guests” which are pre-established programs for visitors to explore and learn from exhibits, “Supplementary Readers” which is the writings in terms of pedagogical issues around the exhibits, and “Cyberspace for Guests” which is a web site used for preparation and follow-ups of educational program. All items are integrated so that visitors can carry out project-based or problem-based learning activities in the museum. 2.2 Cyberspace for Guests “Cyberspace for Guests ” is a web site for supporting the educational program. This site is mainly for both educators and learners, and they can access to learning resources for the program. The web site is specialized for following three functions. We will describe them in detail. Proceedings of the International Conference on Computers in Education (ICCE’02) 0-7695-1509-6/02 $17.00 © 2002 IEEE 2.2.1 Support Tools for Program Planning. For educators who are not fa miliar with educational program at the museum, we are planning tutorial programs and planning support tools for the educational program. With the tutorial, educators will learn what kind of learning activities can the program provide. Using planning support tools, educators can select workshop topics for the learners, and it helps them to make learning activity plan for school. It makes expected outcome and evaluation measure clear. Moreover, negotiation with educators and the museum staff about program schedule is necessary, because the period of the program is limited though interests of educators and learners are widely spread. 2.2.2 Supplementary Readers Database. Especially in our museum MeSci, up-to-date topics of cutting edge technology and science are dealt with. In order to supply such lively and helpful information to learners, network-based document distribution method should be adopted. Moreover, we can set several topics even from one exhibit for educational program. It is convenient for learners to get brochure without more than necessary. Thus, we are planning to use on-demand PDF (Portable Document Format) file generating software [13] to supply supplementary readers related to exhibits at the museum. This system enables to output PDF files from contents database, e.g. articles, figures, pictures etc., and layout information of PDF written by XML. Curators and interpreters need not to generate PDF file manually. Indeed, we shall pay attention to copyright issues for providing the information. 2.2.3 Discussion Area for Guests. Some learners should associate their experiences with another learning activities or classroom studies. “Discussion area for guests ” supports post-program activities such as further discussion and continuing study for educators and learners. Learners explore discussion bulletin boards and additional information web pages for expansive studies. People involved to museum, e.g., curators, interpreters, and volunteers, as specialists of the certain science and technology areas, also appear in the discussion area and support the learners to be audience and to offer helpful information. Participants of the discussion area are limited to the learners and people involved to museum. By limiting the participants, learners can control their situation trustworthy. Under these conditions, we expect they can share joy of discussion and discovery in the program as seen in previous research [10].