What I like most about my job are the opportunities we get to create learning environments that are relevant. So I’m always pleased when I come across a news story on a topic related to one of our projects. This morning, while driving the kids to school, I had the opportunity to hear two such stories on NPR.
The first story was about a program to address bullying in a Maryland school. The program targets “the circle of bulying,” helping kids understand that bullying can involve a host of roles: passive supporters, followers, the bully, the victim, and possible defenders. This was one of the primary aims of the “Take a Stand” interactive exhibit we created for the Illinois Holocaust and Education Center. This physically immersive game-like social simulation gives kids the opportunity to choose whether they want to be bystanders, supporters, followers or defenders. While bullying was just one of the “universal lessons” of the holocaust we targetted, it certainly is the one that resonates most with the exhibit’s largely middle school audience.
The second story was about a fossilized pinky found in Siberia that points to a previously unknown human ancestor– a hominid that’s neither Homo Sapiens nor Neanderthal. The story documented the new questions raised by this find, as scientists grapple to reshuffle their understanding of human ancestry. This was the goal of “Bones of Contention” an online interactive activity for high schoolers we recently created for WGBH/NOVA. Like the story, the activity and web-based software we created encourages students to explore the callenges scientist face when classifying hominid fossils. By investigating a database full of unlableled hominid fossils, students take part in the ongoing scientific process of discovering human origins.
I also frequently come across news related to the work we did a few years back for the My World GIS project, using current geospatial data on the melting of Greenland’s ice sheet in a classroom climate change activity (scroll midway down the page) that studies the risks posed by decreasing salinity levels in the North Atlantic on the climate of Europe. Let’s hope the news on that one changes for the better!
Time Out Chicago highlighted the Miller Family Youth Exhibition at the Illinois Holocaust Museum and Education Center in its list of 8 Highlights of 2009 for Chicago Families. Inquirium’s Take a Stand exhibit occupies 30% of the exhibition, using virtual reality technology to provide kids with an immersive social experience in which they encounter the challenges and rewards of standing up for others and taking action to benefit society.
The IL Holocaust Museum dedicated their youth space this last weekend. We finally got a bit more coverage than we had in the past by the Pioneer Press. An excerpt:
“So here on a Sunday afternoon were the invited guests to the dedication, many of whom brought children and grandchildren to experience the offerings in this unique space. State-of-the-art technology is reflected in familiar computer screens as well as a not-so-familiar movie theater-size screen in a separate room. The all-enveloping screen is a part of an exercise that allows children to take on the role of frogs and make important decisions along their journey.
Still, even with technology that would rival the best of Nintendo and X-Box games, it would be a serious mistake to suggest that the exhibit serves simply as another venue for children to play with computer toys.
“The space we’re dedicating today is not a game room,” Harvey Miller said. “It is not a demonstration of the latest computer graphics. It is not a space for relaxation and resting. It is a teaching experience. It is meant to help provide the skills that parents, teachers, caregivers and the children themselves need in order to understand and use the lessons of the Holocaust. “
So it’s great to hear that our technology wowed the reporter. But I’m really glad Harvey Miller (the donor) was there to set the record straight.
The exhibit is admittedly hard to pin down in words. Even docents can have a hard time with it. On the surface, it looks and feels like a video game: you control characters on a screen, you have some goal that you’re trying to achieve in the space (catching flies), and you have a score that tells you how well you’re doing. But our goal was to deliberately use people’s expectations against them. And not so much “teach” per se, but to provide a touchstone experience that could spark conversations about the universal lessons of the holocaust.
Now that the exhibit is open and I have a little more time, I hope to spend the next few weeks relaying some design stories from our experience.
Dave Seah has a nice post up about Take a Stand, our exhibit in the recently opened Illinois Holocaust Museum and Education Center. Dave talks about some of the technical and design decisions behind the exhibit.
Our piece of it consists of a room that combines a motion-tracking system with a high-end PC running our custom software on a giant screen. The design of the system incorporates the lessons of the survivors with learning theory and open game play design; rather than spoon-feed morality, we’ve created a multi-player environment where kids can choose to mind their own business, help others, or be a bully.