WEBVTT Kind: captions Language: en 1 00:00:01.280 --> 00:00:04.880 um and then we'll circle back to uh the sort of broad overview that 2 00:00:04.880 --> 00:00:08.880 helen's going to share with imls when she's able to join us again 3 00:00:08.880 --> 00:00:12.960 um so i'm going to go ahead and share my 4 00:00:14.920 --> 00:00:17.920 screen 5 00:00:22.720 --> 00:00:26.080 all right so you should see 6 00:00:26.400 --> 00:00:29.359 museums for digital learning which is the first project we're going to 7 00:00:29.359 --> 00:00:33.360 showcase today so museums for digital learning is a 8 00:00:33.360 --> 00:00:36.079 brand new platform that we are just launching 9 00:00:36.079 --> 00:00:41.760 right now and it has been a few years long collaboration between 10 00:00:41.760 --> 00:00:46.559 four main organizations that includes imls for the institute for 11 00:00:46.559 --> 00:00:50.640 museum and library services as well as the field museum of natural 12 00:00:50.640 --> 00:00:54.399 history history colorado which is the state 13 00:00:54.399 --> 00:00:59.199 historical society of colorado and then also new fields lab um in 14 00:00:59.199 --> 00:01:03.359 indianapolis so this gives a sort of broad overview 15 00:01:03.359 --> 00:01:07.360 um of the um platform and of the project 16 00:01:07.360 --> 00:01:11.040 and i'm going to walk you through a little bit of the the project in the 17 00:01:11.040 --> 00:01:14.960 front stage of this platform for those of you who may be 18 00:01:14.960 --> 00:01:19.680 interested in using this platform in your k-12 19 00:01:19.680 --> 00:01:23.040 classrooms so what museums for digital learning is 20 00:01:23.040 --> 00:01:26.799 really all about is thinking about bringing all of the 21 00:01:26.799 --> 00:01:30.720 rich assets that museums across the country and i'm talking about 22 00:01:30.720 --> 00:01:35.119 all types of museums not just history and science museums but also 23 00:01:35.119 --> 00:01:41.200 science centers children's museums zoos aquaria planetariums um 24 00:01:41.200 --> 00:01:44.880 historical centers every type of cultural organization really that you 25 00:01:44.880 --> 00:01:48.640 can think of that falls under the umbrella of museums 26 00:01:48.640 --> 00:01:53.280 and thinking about how we translate those rich resources of collections 27 00:01:53.280 --> 00:01:58.079 objects of documents of rich media that we have 28 00:01:58.079 --> 00:02:03.759 and packaging them up for k-12 audiences to be able to use and interact with 29 00:02:03.759 --> 00:02:08.160 not only on-site at museums but really bringing those resources into classrooms 30 00:02:08.160 --> 00:02:13.360 across the country so um you can see i'm just going to do a 31 00:02:13.360 --> 00:02:17.040 little bit of a of a navigation of the site for you can 32 00:02:17.040 --> 00:02:21.280 see you have a um a bar up across the top 33 00:02:21.280 --> 00:02:24.400 we've got about resource kits collections hub 34 00:02:24.400 --> 00:02:30.480 and museums about really just shares a little bit more about the project and 35 00:02:30.480 --> 00:02:34.879 what you can expect to see on the site 36 00:02:34.879 --> 00:02:38.400 as you'll see here objects are really the 37 00:02:38.400 --> 00:02:43.040 sort of main basic building block of all of the resources that are a part of the 38 00:02:43.040 --> 00:02:46.560 site we use objects and stitch them together 39 00:02:46.560 --> 00:02:49.280 building content around those objects to make different 40 00:02:49.280 --> 00:02:52.000 activities and then those activities are all 41 00:02:52.000 --> 00:02:55.840 baked into resource kits that are tied together by 42 00:02:55.840 --> 00:02:59.440 a question that students might investigate or a basic 43 00:02:59.440 --> 00:03:05.360 theme that they investigate together the next part of the site is resource 44 00:03:05.360 --> 00:03:08.800 kits which at this point is really the main hub 45 00:03:08.800 --> 00:03:13.440 for k-12 educators to be able to access all the materials that museums are 46 00:03:13.440 --> 00:03:18.959 creating um at this point we have pilot resource kits that have been created 47 00:03:18.959 --> 00:03:23.360 by both history colorado and field museum the two lead content partners 48 00:03:23.360 --> 00:03:27.599 but we actually have 16 museums that have come on board to create pilot kits 49 00:03:27.599 --> 00:03:30.959 and we're in the process of recruiting additional museums 50 00:03:30.959 --> 00:03:34.080 to be able to really make this a rich resource that has 51 00:03:34.080 --> 00:03:38.480 a tapestry of different kinds of collections and expertise from 52 00:03:38.480 --> 00:03:41.599 different museums across the country and there will be more to come 53 00:03:41.599 --> 00:03:48.560 certainly as the site becomes more widely available to people so as you 54 00:03:48.560 --> 00:03:53.280 uh start to look at what how to navigate this resource kits page 55 00:03:53.280 --> 00:03:56.400 um there are a couple of different filters that you'll notice 56 00:03:56.400 --> 00:04:00.080 you can also search if you have a particular topic or kit that you know 57 00:04:00.080 --> 00:04:04.959 you're looking for but you can search by grade band k2 k 58 00:04:04.959 --> 00:04:11.040 2 3 5 6 8 and 9 12. you can filter by subject area so 59 00:04:11.040 --> 00:04:15.280 english language arts science social studies in the arts 60 00:04:15.280 --> 00:04:19.759 you can filter by media type if that's what you would like to look for 61 00:04:19.759 --> 00:04:23.759 and if you know specifically that there is a museum that maybe 62 00:04:23.759 --> 00:04:29.680 you are very um a big fan of or have a particular collection mind 63 00:04:29.680 --> 00:04:33.440 you can also filter by the types of museums that have 64 00:04:33.440 --> 00:04:38.880 um that have contributed to the site so as you'll notice down here you can 65 00:04:38.880 --> 00:04:42.800 then further filter by resource kits which as i said sort of 66 00:04:42.800 --> 00:04:45.440 bring together these activities and objects 67 00:04:45.440 --> 00:04:50.560 across a main theme across a question that you might want to investigate 68 00:04:50.560 --> 00:04:55.280 but you can also look at individual activities if you'd like 69 00:04:55.280 --> 00:04:58.400 and you can look at individual objects that are 70 00:04:58.400 --> 00:05:02.400 part of those activities so as you'll see there are quite a few objects that 71 00:05:02.400 --> 00:05:05.840 you can take a look at for the sake of today's 72 00:05:05.840 --> 00:05:08.400 um overview we're going to take a quick 73 00:05:08.400 --> 00:05:12.000 look at the resource kits so as you can see there's quite a few 74 00:05:12.000 --> 00:05:14.880 different resource kits that are available here 75 00:05:14.880 --> 00:05:19.039 it'll tell you in the upper right hand corner which museum has contributed to 76 00:05:19.039 --> 00:05:22.560 this resource kit and some are authored by one particular 77 00:05:22.560 --> 00:05:26.639 museum and some are authored by multiple museums as you can see here 78 00:05:26.639 --> 00:05:30.080 this is one that field museum and history colorado have 79 00:05:30.080 --> 00:05:33.360 co-created um and so we're going to take a look at 80 00:05:33.360 --> 00:05:37.680 one of these resource kits together poly monster mystery is a favorite of 81 00:05:37.680 --> 00:05:43.600 mine uh so we'll take a look at this once you click on that that that 82 00:05:43.600 --> 00:05:46.720 tile that includes the resource kit title 83 00:05:46.720 --> 00:05:50.639 um you're going to be brought to a landing page for this particular 84 00:05:50.639 --> 00:05:55.120 resource kit that includes all of the activities we recommend doing 85 00:05:55.120 --> 00:05:58.319 them in the activity that they're listed to be able to create the greatest 86 00:05:58.319 --> 00:06:02.400 continuity and and gain the greatest meaning from 87 00:06:02.400 --> 00:06:06.720 the objects and the activities that are included in a resource kit 88 00:06:06.720 --> 00:06:11.039 from field museum we always start activity one by really setting the stage 89 00:06:11.039 --> 00:06:13.919 and thinking about what is the question that students are going to be 90 00:06:13.919 --> 00:06:17.440 investigating as they look at the objects and interact with the activities 91 00:06:17.440 --> 00:06:21.440 that are part of a resource kit so this particular resource kit is about 92 00:06:21.440 --> 00:06:25.440 the tully monster which for a long time was a mystery to 93 00:06:25.440 --> 00:06:28.080 museum scientists to scientists around the world 94 00:06:28.080 --> 00:06:32.160 and the trolley monster happens to be the state fossil of illinois and so 95 00:06:32.160 --> 00:06:36.319 we at the field museum in chicago have quite a large collection of tully 96 00:06:36.319 --> 00:06:40.639 monster fossils um and for a long time scientists did 97 00:06:40.639 --> 00:06:44.000 not know uh whether the tully monster was an 98 00:06:44.000 --> 00:06:47.840 invertebrate or a vertebrate and so really uh it is 99 00:06:47.840 --> 00:06:50.240 posing a question to students whether they think 100 00:06:50.240 --> 00:06:53.919 this um this particular organism may have been 101 00:06:53.919 --> 00:06:57.440 an invertebrate or a vertebrate uh so we look at 102 00:06:57.440 --> 00:07:01.759 an object like this one which is uh rendering an artistic rendering of what 103 00:07:01.759 --> 00:07:05.680 tully monster may have looked like but then also looking at some of the 104 00:07:05.680 --> 00:07:09.840 real objects that are a part of our collection and bringing 105 00:07:09.840 --> 00:07:13.759 those into the classroom a couple of key features that i want to 106 00:07:13.759 --> 00:07:17.199 point out is that objects always have this uh this 107 00:07:17.199 --> 00:07:20.319 ability to take a closer look if you want to zoom 108 00:07:20.319 --> 00:07:25.360 in you can zoom out so there's some deep zooming options available and then 109 00:07:25.360 --> 00:07:30.639 objects also have this really great object info button associated with them 110 00:07:30.639 --> 00:07:34.720 when you click on that a little window pops up that has 111 00:07:34.720 --> 00:07:38.240 all of the metadata associated with that unique object 112 00:07:38.240 --> 00:07:41.759 so it will include um what collection it was from 113 00:07:41.759 --> 00:07:47.120 it may include things like genus and species if it's a biological specimen 114 00:07:47.120 --> 00:07:51.440 so a lot more rich information that you or your students may be interested in 115 00:07:51.440 --> 00:07:54.319 looking at just click back and you'll be back to 116 00:07:54.319 --> 00:07:57.919 that particular activity in this resource kit we've really set 117 00:07:57.919 --> 00:08:02.319 the stage with the video that we have um from one of our collections managers 118 00:08:02.319 --> 00:08:06.319 of fossil invertebrates paul mayer and he really sets the stage to be able 119 00:08:06.319 --> 00:08:10.479 to think about um how scientists have really been 120 00:08:10.479 --> 00:08:13.280 wrestling with this puzzle for a long time 121 00:08:13.280 --> 00:08:16.720 so we asked them to view we asked students to view this video with a 122 00:08:16.720 --> 00:08:20.000 couple of questions in mind how do scientists at the field museum 123 00:08:20.000 --> 00:08:23.520 know about the twilight monster and which modern creatures do scientists 124 00:08:23.520 --> 00:08:26.240 think the tolling monster might have resembled 125 00:08:26.240 --> 00:08:30.639 after that we have them think about this question of do we think tully monster 126 00:08:30.639 --> 00:08:34.240 was invertebrate or a vertebrate one quick 127 00:08:34.240 --> 00:08:38.080 feature that i want to point out is that these videos are all embedded 128 00:08:38.080 --> 00:08:40.640 into the the platform itself so you don't have to 129 00:08:40.640 --> 00:08:44.880 click out and click over into youtube um you can play it right here in 130 00:08:44.880 --> 00:08:48.160 the platform itself 131 00:08:48.640 --> 00:08:51.920 after that in this particular resource kit we ask 132 00:08:51.920 --> 00:08:54.720 students to think about what a vertebrate is so this is using a 133 00:08:54.720 --> 00:08:58.560 different activity type this activity type basically allows for 134 00:08:58.560 --> 00:09:02.640 a slideshow of different objects and rich media that 135 00:09:02.640 --> 00:09:04.880 have particular pieces of information 136 00:09:04.880 --> 00:09:10.000 associated with it so this really sets the stage for what 137 00:09:10.000 --> 00:09:13.839 um for students to understand what makes an invertebrate what are the features of 138 00:09:13.839 --> 00:09:15.680 an invertebrate so we're going to look at 139 00:09:15.680 --> 00:09:22.480 a few different examples of invertebrates gastropods 140 00:09:22.480 --> 00:09:30.240 millipede scorpion and ant fry zone fossil as you can see again 141 00:09:30.240 --> 00:09:34.640 each of these has an object info button that you can click on and learn a lot 142 00:09:34.640 --> 00:09:37.839 more information 143 00:09:40.320 --> 00:09:44.320 then in activity 3 in this particular resource kit we ask students to think 144 00:09:44.320 --> 00:09:49.279 about what a vertebrate is so they're looking at different examples 145 00:09:49.279 --> 00:09:52.399 just as they did with invertebrates thinking about what the 146 00:09:52.399 --> 00:09:57.519 main features of a vertebrate vertebrate organisms are so penguin 147 00:09:57.519 --> 00:10:02.000 skeleton a fruit bat a sparrow 148 00:10:02.000 --> 00:10:05.839 again these are all objects that you can find in the field museums collection 149 00:10:05.839 --> 00:10:11.519 so again you'll find quite a bit of metadata associated with this particular 150 00:10:11.519 --> 00:10:14.000 object 151 00:10:16.480 --> 00:10:20.160 after looking at all of the key features that make something an invertebrate or 152 00:10:20.160 --> 00:10:22.240 vertebrate we're going to take a closer look at 153 00:10:22.240 --> 00:10:27.440 tully monster specifically so we have the tully monster id 154 00:10:27.440 --> 00:10:31.600 in this activity students can actually interact with the object 155 00:10:31.600 --> 00:10:35.200 themselves so we asked them to take a closer look 156 00:10:35.200 --> 00:10:38.800 at one of our fossil specimens of the tully monster 157 00:10:38.800 --> 00:10:42.720 and one of the things that i really love about this this activity type is that 158 00:10:42.720 --> 00:10:47.760 you can actually have your students really manipulate the object and layer 159 00:10:47.760 --> 00:10:53.279 information that they have found onto the object themselves so they can 160 00:10:53.279 --> 00:10:58.640 paint if they'd like to so you can see they can add text so 161 00:10:58.640 --> 00:11:01.839 we'll add text here 162 00:11:02.480 --> 00:11:08.240 i'm going to label this eyebar so they can add text labels they can add 163 00:11:08.240 --> 00:11:14.800 shapes and icons if they would like um so there's a whole lot of available 164 00:11:14.800 --> 00:11:19.760 tools to be able to annotate a particular object 165 00:11:19.760 --> 00:11:24.000 really nice feature on this particular activity as well is the download feature 166 00:11:24.000 --> 00:11:28.320 so once the student has completed this particular activity 167 00:11:28.320 --> 00:11:32.240 they can download um that image with all of the 168 00:11:32.240 --> 00:11:35.839 information that they've included on that image and annotations 169 00:11:35.839 --> 00:11:40.959 um and upload it onto google classroom or any other learning 170 00:11:40.959 --> 00:11:45.040 management system that you might be using 171 00:11:47.279 --> 00:11:51.920 following that activity we have a hotspot activity so it's 172 00:11:51.920 --> 00:11:55.760 looking at the same fossil that the students were looking at 173 00:11:55.760 --> 00:11:59.440 previously and in this instance they actually have 174 00:11:59.440 --> 00:12:02.320 basically a key to what they were looking at before 175 00:12:02.320 --> 00:12:05.440 so we have um some particular pieces that 176 00:12:05.440 --> 00:12:11.680 are um that are labeled here with icons we have the eye bar that students can 177 00:12:11.680 --> 00:12:18.639 find more information about the eye bar we have the body labeled the proboscis 178 00:12:18.639 --> 00:12:26.880 the fins after taking a look at tully monster a 179 00:12:26.880 --> 00:12:31.120 little bit more closely then we invite students in another one 180 00:12:31.120 --> 00:12:36.079 of the slideshows to take a closer look at some of the various fossils that are 181 00:12:36.079 --> 00:12:41.440 a part of the field museum's collection so this showcases the variety of 182 00:12:41.440 --> 00:12:46.880 different fossilized specimens that we have and really help 183 00:12:46.880 --> 00:12:50.800 students to understand that each individual specimen is going 184 00:12:50.800 --> 00:12:53.920 to look a little bit different and scientists can gather different 185 00:12:53.920 --> 00:12:56.959 information from different types of fossils 186 00:12:56.959 --> 00:13:06.720 so we have some that show the full body in sort of a funny position there 187 00:13:06.720 --> 00:13:09.920 we have others that just show a portion of 188 00:13:09.920 --> 00:13:13.680 a tully monster specimen 189 00:13:17.040 --> 00:13:22.399 finally in activity 7 we reveal that after 50 years of 190 00:13:22.399 --> 00:13:27.040 research scientists were finally able to solve the mystery 191 00:13:27.040 --> 00:13:32.480 of the tully monster and um they were able to determine that 192 00:13:32.480 --> 00:13:38.480 telling monster was in fact a vertebrate so super exciting 193 00:13:38.480 --> 00:13:41.519 and we would definitely invite you to take a closer look 194 00:13:41.519 --> 00:13:46.000 at many of the resource kits that are here if you are a science teacher if you 195 00:13:46.000 --> 00:13:48.399 are a social studies teacher if you are an 196 00:13:48.399 --> 00:13:51.120 english language language arts teacher or a general 197 00:13:51.120 --> 00:13:55.279 education teacher in early elementary i guarantee that there's a resource kit 198 00:13:55.279 --> 00:13:59.760 and objects that would be of interest to you and your students on the site the 199 00:13:59.760 --> 00:14:03.199 final piece that i wanted to take a quick look at is brand new 200 00:14:03.199 --> 00:14:06.800 and we're rolling out new features all the time right now 201 00:14:06.800 --> 00:14:10.800 and this just came online i think last week 202 00:14:10.800 --> 00:14:13.839 this is called the collections hub and this is 203 00:14:13.839 --> 00:14:18.959 actually um populated by all of the objects that are a part of 204 00:14:18.959 --> 00:14:25.279 each of the resource kits that the museum content partners have uploaded 205 00:14:25.279 --> 00:14:29.199 so any object that is uploaded into the site for those resource kits 206 00:14:29.199 --> 00:14:33.440 also is uploaded into the collections hub which really places 207 00:14:33.440 --> 00:14:37.120 learners at the center and teachers at the center 208 00:14:37.120 --> 00:14:41.760 so whereas the resource kits have allowed museums to tell a particular 209 00:14:41.760 --> 00:14:45.760 story using the objects and stitch those objects together with a 210 00:14:45.760 --> 00:14:50.160 particular narrative they have in mind the objects hub or collections hub 211 00:14:50.160 --> 00:14:53.920 allows for students and teachers to to take those 212 00:14:53.920 --> 00:14:56.320 objects and pull them together in collections 213 00:14:56.320 --> 00:15:00.160 that they may wish to use in a particular lesson or a particular 214 00:15:00.160 --> 00:15:04.720 study so for example i have curated a tully 215 00:15:04.720 --> 00:15:07.839 monster collection here to go along with our 216 00:15:07.839 --> 00:15:10.560 other example so this is actually pulling many of the 217 00:15:10.560 --> 00:15:13.519 tully monster specimens that have been uploaded into 218 00:15:13.519 --> 00:15:22.160 the mdl site um and that is saved with my uh with my um 219 00:15:22.160 --> 00:15:28.320 museums for digital learning id but then you can also take a look at the 220 00:15:28.320 --> 00:15:31.759 objects page and let's say i really just want not 221 00:15:31.759 --> 00:15:36.320 just to look at telemonster i might want to look at all fossils 222 00:15:36.320 --> 00:15:40.000 so i'm going to do a search for fossil and as you can see 223 00:15:40.000 --> 00:15:46.079 many many more fossils come up here um and also some of our rich media comes 224 00:15:46.079 --> 00:15:49.839 up here so fossil hunting 101 or the field revealed 225 00:15:49.839 --> 00:15:53.920 tully monster um video so we can curate these into a 226 00:15:53.920 --> 00:16:00.240 fossil collection if we would like so i want to save this sea jelly fossil 227 00:16:00.880 --> 00:16:04.399 it's saving it to tally monster so i just have to click change here 228 00:16:04.399 --> 00:16:08.800 and then i say save to a new collection i'm going to title this fossils 229 00:16:08.800 --> 00:16:11.120 save 230 00:16:11.839 --> 00:16:16.320 and now any anything that i want to save and just click on this little save 231 00:16:16.320 --> 00:16:20.079 button and it will save to fossils right down 232 00:16:20.079 --> 00:16:24.720 there let's save a fern fossil 233 00:16:24.720 --> 00:16:29.120 and a tree bark imprint fossil just as an example 234 00:16:29.120 --> 00:16:37.839 i want to go back into collections let's see if i do a 235 00:16:40.959 --> 00:16:45.440 so eventually this will show up i think it's just got a little bit of lag time 236 00:16:45.440 --> 00:16:49.600 um in my collections along with tully monster i will end up with a 237 00:16:49.600 --> 00:16:56.480 fossil collection that i can include and use with my students as i wish 238 00:16:57.360 --> 00:17:01.040 so the last tab here that i just want to quickly go over 239 00:17:01.040 --> 00:17:04.880 showcases the different museums that have contributed to museums for digital 240 00:17:04.880 --> 00:17:08.480 learning or that plan to contribute to museums for digital learning in the near 241 00:17:08.480 --> 00:17:11.360 future and as i said we are bringing on new 242 00:17:11.360 --> 00:17:15.600 museums all the time and each of these museums is adding additional content 243 00:17:15.600 --> 00:17:20.319 um in the coming years and so each of these museums as you can see we have 244 00:17:20.319 --> 00:17:24.959 a wide variety of museums represented from natural history to art museums to 245 00:17:24.959 --> 00:17:29.280 historical societies there is a huge wide variety and i 246 00:17:29.280 --> 00:17:34.240 definitely invite you to check it out on museums4digitallearning.org 247 00:17:34.240 --> 00:17:38.240 with that i'm going to hand it over to arana who's going to talk a little bit 248 00:17:38.240 --> 00:17:41.919 more about games for change 249 00:17:44.640 --> 00:17:51.039 okay i'm going to share my screen 250 00:17:53.039 --> 00:17:56.080 see sorry 251 00:17:57.440 --> 00:18:03.440 okay um so i'm my name is arana shapiro i am the managing director and 252 00:18:03.440 --> 00:18:06.559 chief learning officer at games for change 253 00:18:06.559 --> 00:18:09.919 and um games for change has been partnering for the past year and some 254 00:18:09.919 --> 00:18:14.799 months with imls to develop and deliver a program called 255 00:18:14.799 --> 00:18:18.880 game plan which focuses on museum education bringing game design 256 00:18:18.880 --> 00:18:22.240 into museum education i'm just going to give a brief overview 257 00:18:22.240 --> 00:18:26.000 of games for change and then i'll dive into an explanation of the program 258 00:18:26.000 --> 00:18:29.120 um so games for change has been around since 2004 259 00:18:29.120 --> 00:18:33.600 and it really is the leading advocate for the power of games beyond 260 00:18:33.600 --> 00:18:37.120 entertainment so it's really about looking at digital video games 261 00:18:37.120 --> 00:18:40.840 and how they can be used for good beyond just 262 00:18:40.840 --> 00:18:44.720 entertaining um and our main areas that we work on 263 00:18:44.720 --> 00:18:49.120 are this there's four main areas that where we work the first is um 264 00:18:49.120 --> 00:18:52.880 this platform for the exchange of ideas we run events that um bring people 265 00:18:52.880 --> 00:18:56.000 together thought leaders in the in the world of 266 00:18:56.000 --> 00:18:59.760 games and um social good our flagship event is the 267 00:18:59.760 --> 00:19:03.200 games for change festival which is happening july 12th to the 14th 268 00:19:03.200 --> 00:19:06.240 uh virtual and free so everybody should join 269 00:19:06.240 --> 00:19:12.480 um the second area that we work is um is with youth and and educators and 270 00:19:12.480 --> 00:19:17.600 empowering um both youth and educators to help um 271 00:19:17.600 --> 00:19:20.640 create the next generation of game designers that are looking at games 272 00:19:20.640 --> 00:19:24.320 beyond entertainment and looking at how games can drive social good and i will 273 00:19:24.320 --> 00:19:26.160 talk a little bit more about the programs that we 274 00:19:26.160 --> 00:19:32.400 that we that um do that work in a bit um and the last two points we um 275 00:19:32.400 --> 00:19:34.880 incubate new game projects through executive production 276 00:19:34.880 --> 00:19:39.120 and engage the public about the power of games through digital and live 277 00:19:39.120 --> 00:19:42.640 live arcades although most of them have been digital 278 00:19:42.640 --> 00:19:48.720 lately so um game plan is again this collaboration between the 279 00:19:48.720 --> 00:19:52.720 um between imls and games for change and specifically 280 00:19:52.720 --> 00:19:55.280 the games for change student challenge so 281 00:19:55.280 --> 00:19:58.799 we've been working on for the past year and a half 282 00:19:58.799 --> 00:20:03.919 to bring um game design into museum education programs and really the the 283 00:20:03.919 --> 00:20:07.039 way that we've done that is by adapting a long-standing program that games for 284 00:20:07.039 --> 00:20:10.320 change has been running called the games for change student challenge 285 00:20:10.320 --> 00:20:13.440 and that program has been running um nationally 286 00:20:13.440 --> 00:20:19.919 for six years and is a sort of proven uh program that benefits hundreds of 287 00:20:19.919 --> 00:20:22.880 educators thousands of middle and high school students by 288 00:20:22.880 --> 00:20:28.960 teaching them game design and then um challenging them to design using the 289 00:20:28.960 --> 00:20:32.080 game design skills they've learned to design games around 290 00:20:32.080 --> 00:20:37.120 specific themes um and our themes change year to year and the themes are always 291 00:20:37.120 --> 00:20:42.799 some kind of social justice social good um theme so um for example this year 292 00:20:42.799 --> 00:20:48.080 the students in the games in the g4c student challenge are designing games 293 00:20:48.080 --> 00:20:52.080 around diversity and inclusion around resilience 294 00:20:52.080 --> 00:20:55.840 around advocating for animals and again the themes change yearly but really the 295 00:20:55.840 --> 00:20:59.440 idea is that we're teaching students how to design not just games 296 00:20:59.440 --> 00:21:04.880 but games for impact um so so the so the plan was to bring 297 00:21:04.880 --> 00:21:07.679 this game design program into museum settings 298 00:21:07.679 --> 00:21:11.039 and and at the beginning you know the plan was 299 00:21:11.039 --> 00:21:14.640 to bring it in person into museum settings but then covet hit and we 300 00:21:14.640 --> 00:21:18.320 really had to adapt and um and started to think about how we 301 00:21:18.320 --> 00:21:21.919 could bring museum educators into this program bring this program 302 00:21:21.919 --> 00:21:25.520 into museum settings virtually and could that help 303 00:21:25.520 --> 00:21:29.600 museum educators connect with their community in a time when it 304 00:21:29.600 --> 00:21:32.640 was really hard for museums to connect with community 305 00:21:32.640 --> 00:21:35.760 so i'm gonna what i'm gonna do now is i'm gonna show a short video that sort 306 00:21:35.760 --> 00:21:40.400 of introduces the program i can find my 307 00:21:40.400 --> 00:21:45.200 mouse and then um and then i will talk a little bit more specifically 308 00:21:45.200 --> 00:21:47.520 about the different components of the program 309 00:21:47.520 --> 00:21:50.640 so let's see here 310 00:21:50.799 --> 00:21:55.919 okay here we go game plan is a professional development 311 00:21:55.919 --> 00:21:59.520 program that brings museum educators together from across the 312 00:21:59.520 --> 00:22:03.440 country to learn about games to learn about the 313 00:22:03.440 --> 00:22:08.720 power that games can have to engage learners and to help 314 00:22:08.720 --> 00:22:12.880 museum educators design and run a game design program 315 00:22:12.880 --> 00:22:19.280 with youth in their communities game plan is a program that brings 316 00:22:19.280 --> 00:22:23.840 together about 50 to 60 museum educators 317 00:22:23.840 --> 00:22:30.159 from 40 museums across the country we come together regularly to learn 318 00:22:30.159 --> 00:22:34.080 about games to learn how to design games and to learn 319 00:22:34.080 --> 00:22:39.520 how to use game-like learning in museum contexts 320 00:22:39.520 --> 00:22:43.440 as well as the professional development museum educators are also 321 00:22:43.440 --> 00:22:46.880 learning how to run the games for change student challenge 322 00:22:46.880 --> 00:22:50.960 in their museum context so they are running youth-facing programs 323 00:22:50.960 --> 00:22:57.840 where youth are designing games that are that focus on the museum's content and 324 00:22:57.840 --> 00:23:01.360 collections as well as a theme this year of 325 00:23:01.360 --> 00:23:06.400 resilience through games the games that the youth are designing 326 00:23:06.400 --> 00:23:11.360 are eligible to be submitted to our student challenge competition 327 00:23:11.360 --> 00:23:15.200 and there will be a winning some winning games and some prizes 328 00:23:15.200 --> 00:23:18.320 and some exciting stuff that happens around that 329 00:23:18.320 --> 00:23:22.080 um but at the end of the day i think the real power 330 00:23:22.080 --> 00:23:27.200 of the program is the um watching these museum educators come 331 00:23:27.200 --> 00:23:32.480 together and collaborate as well as watching them really start to 332 00:23:32.480 --> 00:23:36.880 understand how games and play 333 00:23:36.880 --> 00:23:43.440 can have a place in museums and can help to drive engagement with 334 00:23:43.440 --> 00:23:48.400 um the collections as well as deeper understanding of the concepts that the 335 00:23:48.400 --> 00:23:54.320 museum is trying to teach i think game design can impact 336 00:23:54.320 --> 00:23:58.320 museum education in a variety of ways i think that games 337 00:23:58.320 --> 00:24:03.600 are such compelling tools for learning and 338 00:24:03.600 --> 00:24:07.279 are so engaging for for youth and and for students 339 00:24:07.279 --> 00:24:10.799 some of these youth are are coming from a variety of different backgrounds and 340 00:24:10.799 --> 00:24:15.120 games or something that are universally accessible in terms of 341 00:24:15.120 --> 00:24:20.240 everybody knows how to play um i also think that there are 342 00:24:20.240 --> 00:24:26.080 opportunities through games to reach youth and reach audiences and attendees 343 00:24:26.080 --> 00:24:30.720 both physically and digitally some of the educators in our program are 344 00:24:30.720 --> 00:24:34.559 creating digital experiences for their students or they're taking their 345 00:24:34.559 --> 00:24:40.799 their youth through the through the video game design process 346 00:24:40.799 --> 00:24:45.279 and equipping youth with skills in in hard skills 347 00:24:45.279 --> 00:24:48.480 in in coding and development and game design 348 00:24:48.480 --> 00:24:51.919 uh so the there's just such an elegant solution here 349 00:24:51.919 --> 00:24:55.919 to take so many different boxes my biggest take away from the program has 350 00:24:55.919 --> 00:24:59.039 been that this platform is a unique opportunity to link 351 00:24:59.039 --> 00:25:03.360 storytelling with gaming i see game design and museum education 352 00:25:03.360 --> 00:25:06.880 as a great way to discuss and work through obstacles associated 353 00:25:06.880 --> 00:25:11.600 with real world challenges for example games can be created based 354 00:25:11.600 --> 00:25:14.400 on events that gave rise to art movements 355 00:25:14.400 --> 00:25:18.400 learning about games can help museum educators by inspiring them to create 356 00:25:18.400 --> 00:25:21.440 museum content within the context of a world that 357 00:25:21.440 --> 00:25:25.200 visitors can see themselves in something that i've been really 358 00:25:25.200 --> 00:25:30.000 surprised about in doing this work with the team of educators museum 359 00:25:30.000 --> 00:25:35.039 educators from around the country is how open folks are to finding new 360 00:25:35.039 --> 00:25:39.360 ways new techniques to bring to build up 361 00:25:39.360 --> 00:25:43.919 audience engagement with the collections we always see things behind glass and 362 00:25:43.919 --> 00:25:46.559 museums sometimes there's a distance between the 363 00:25:46.559 --> 00:25:51.279 visitor and the stories that we see represented in the wall text but through 364 00:25:51.279 --> 00:25:54.960 game design it the playfulness of game design really 365 00:25:54.960 --> 00:25:58.240 mixes up the rules and allows people to also bring their 366 00:25:58.240 --> 00:26:03.120 own stories bring their own ideas their own understanding their own 367 00:26:03.120 --> 00:26:07.039 meanings to the museum at professional 368 00:26:07.039 --> 00:26:13.600 development and the office hours for game plan um we were using different 369 00:26:13.600 --> 00:26:17.520 virtual techniques tools how to create games 370 00:26:17.520 --> 00:26:24.960 um on different web-based platforms or in an analog way and just receiving the 371 00:26:24.960 --> 00:26:30.720 feedback from museum educators about how they can already incorporate what 372 00:26:30.720 --> 00:26:32.640 they're learning and professional development 373 00:26:32.640 --> 00:26:37.360 into their lesson planning for camps and workshops 374 00:26:37.360 --> 00:26:41.360 i think that's what really made it special i'm so glad that this 375 00:26:41.360 --> 00:26:44.960 is a successful uh program i'm glad to see how many 376 00:26:44.960 --> 00:26:48.640 people are participating and how many other organizations are participating in 377 00:26:48.640 --> 00:26:52.799 it and um just happy to see um 378 00:26:52.799 --> 00:26:58.559 people using uh games and education and educational contacts and i'm just 379 00:26:58.559 --> 00:27:06.559 happy to see what else comes of this hoping out of this i mean i hope that um 380 00:27:06.559 --> 00:27:09.600 i will have by the time the program is through 381 00:27:09.600 --> 00:27:15.760 designed a couple of really good games that we can play with and continue to 382 00:27:15.760 --> 00:27:19.440 play test and refine with our visitors um at the brooklyn 383 00:27:19.440 --> 00:27:21.919 navy yard um and i think like these games are 384 00:27:21.919 --> 00:27:24.159 going to be fun for kids but also for adults 385 00:27:24.159 --> 00:27:27.919 so i'm hoping to to use them in both contexts 386 00:27:27.919 --> 00:27:32.960 um and i'm also excited to see once i implement the the curriculum that i've 387 00:27:32.960 --> 00:27:36.080 designed around this what students come up with and what 388 00:27:36.080 --> 00:27:39.039 campers come up with what kind of games will they create 389 00:27:39.039 --> 00:27:44.080 um to help us all learn about resilience at the brooklyn navy yard 390 00:27:44.080 --> 00:27:50.799 um and so it's just it's been um a kind of joyful uh learning 391 00:27:50.799 --> 00:27:58.080 opportunity and it's given me more um tools and and vocabulary for my 392 00:27:58.080 --> 00:28:02.320 toolkit um as a museum educator that i i believe 393 00:28:02.320 --> 00:28:05.919 i will use not just this year but well into the future 394 00:28:05.919 --> 00:28:09.840 i hope that even more museum professionals have the opportunity 395 00:28:09.840 --> 00:28:17.840 uh to learn from games for change thanks so much 396 00:28:22.000 --> 00:28:25.679 okay so that that was meant to give you just a little um 397 00:28:25.679 --> 00:28:29.039 overview of the program and i'm just going to go a little bit deeper 398 00:28:29.039 --> 00:28:37.039 into um some of the pieces of it um so we started by by recruiting 399 00:28:37.039 --> 00:28:42.960 museums right and for participation um we were we recruited museums from across 400 00:28:42.960 --> 00:28:45.760 the united states and preference was given to new york city los 401 00:28:45.760 --> 00:28:49.440 angeles atlanta and detroit just because those are cities that were 402 00:28:49.440 --> 00:28:52.240 originally we were meant to work with because that's where we run our student 403 00:28:52.240 --> 00:28:54.880 challenge but we ended up with a mix of museums 404 00:28:54.880 --> 00:29:01.600 from um 18 different states so 40 museums were accepted total of 62 405 00:29:01.600 --> 00:29:04.480 museum educators participating from 18 different states 406 00:29:04.480 --> 00:29:08.399 um you know during the application process we held information sessions and 407 00:29:08.399 --> 00:29:10.559 individual conversations and meetings and we 408 00:29:10.559 --> 00:29:14.080 at the end of the day over 70 museums applied to participate 409 00:29:14.080 --> 00:29:17.360 um and you know according to our applications the museums that were 410 00:29:17.360 --> 00:29:21.279 participating were really interested in ways to increase youth engagement 411 00:29:21.279 --> 00:29:25.679 to learn innovative new new innovative practices to level up their virtual 412 00:29:25.679 --> 00:29:31.120 programming and connect museum content to a younger audience 413 00:29:31.120 --> 00:29:34.320 the expectations that were set for participation were that the museum 414 00:29:34.320 --> 00:29:38.880 educators would participate in three professional development 415 00:29:38.880 --> 00:29:42.399 sessions held over the course of about eight months 416 00:29:42.399 --> 00:29:46.799 um they would implement the student challenge in their museum settings 417 00:29:46.799 --> 00:29:50.399 and and i'll talk a little bit more about that in a moment 418 00:29:50.399 --> 00:29:54.159 and that there would be active participate participation in an online 419 00:29:54.159 --> 00:29:58.880 community that we created in order to connect the museum educators um 420 00:29:58.880 --> 00:30:01.919 together even though they're they come from different 421 00:30:01.919 --> 00:30:05.760 uh states different communities and also different disciplines right they were 422 00:30:05.760 --> 00:30:10.720 all different kinds of museums um so the professional development 423 00:30:10.720 --> 00:30:15.039 sessions that the museum educators are attending um there are three like i 424 00:30:15.039 --> 00:30:17.760 said there are three of them and they focused on three different things the 425 00:30:17.760 --> 00:30:21.039 first was an introduction to game design and 426 00:30:21.039 --> 00:30:24.559 digital game design tools and and that session really was about kind 427 00:30:24.559 --> 00:30:28.240 of the nuts and bolts of game design as well as the nuts and bolts of the 428 00:30:28.240 --> 00:30:32.240 student challenge program and the museum educators were introduced 429 00:30:32.240 --> 00:30:36.080 to scratch as a game design tool they got an 430 00:30:36.080 --> 00:30:39.360 in-depth training in scratch so that they would then be able to 431 00:30:39.360 --> 00:30:43.200 teach it to youth in their settings for the 432 00:30:43.200 --> 00:30:48.480 student challenge program the picture that's on the screen right now it are 433 00:30:48.480 --> 00:30:52.399 the museum educators doing um a game design challenge one of the 434 00:30:52.399 --> 00:30:55.600 challenging things for us as designers of these sessions were to 435 00:30:55.600 --> 00:30:58.559 we had to really think about how are we going to teach these museum educators 436 00:30:58.559 --> 00:31:01.440 game design virtually right because when we teach 437 00:31:01.440 --> 00:31:04.159 game design we generally always start with um 438 00:31:04.159 --> 00:31:07.519 analog hands-on game design and in order to 439 00:31:07.519 --> 00:31:10.399 do this virtually we had to be really creative about the ways that we brought 440 00:31:10.399 --> 00:31:13.039 people together so you what you see in this picture is 441 00:31:13.039 --> 00:31:17.120 we asked prior to the session we asked all the museum educators to gather a set 442 00:31:17.120 --> 00:31:20.240 of household materials the same set of household materials 443 00:31:20.240 --> 00:31:24.240 and this group of six educators worked together with the materials they had 444 00:31:24.240 --> 00:31:28.559 to create a game that would invoke an emotion 445 00:31:28.559 --> 00:31:32.000 i believe their emotion was silliness and they created this cool costume 446 00:31:32.000 --> 00:31:37.279 game with um uh foil and cups and it was really fun and 447 00:31:37.279 --> 00:31:40.559 everyone had a good time playing it but um but we really did have to think 448 00:31:40.559 --> 00:31:44.399 um creatively about how to bring this program to life virtually and we hope 449 00:31:44.399 --> 00:31:47.440 the hope was that because we were thinking really creatively about how to 450 00:31:47.440 --> 00:31:51.200 bring this program to life virtually it would help the museum educators 451 00:31:51.200 --> 00:31:54.480 think about how they could deliver the program virtually so we really tried 452 00:31:54.480 --> 00:31:56.720 throughout the professional developments to 453 00:31:56.720 --> 00:32:01.200 allow the museum educators to learn by doing um the second session 454 00:32:01.200 --> 00:32:04.480 uh museum educators came with a learning goal or a 455 00:32:04.480 --> 00:32:08.640 a piece of content that they felt like didn't always land well or they had a 456 00:32:08.640 --> 00:32:11.840 hard time getting youth to engage with and they designed a 457 00:32:11.840 --> 00:32:15.039 learning game around it so we took them through the design process 458 00:32:15.039 --> 00:32:18.880 they most of them were analog games some of them were digital games but they 459 00:32:18.880 --> 00:32:22.480 you know they they left the eight hour session with the 460 00:32:22.480 --> 00:32:25.519 prototype of a game and then went on to work on the game 461 00:32:25.519 --> 00:32:28.799 um in between session two and session three 462 00:32:28.799 --> 00:32:32.159 and session three is actually upcoming in a couple weeks but we're gonna be 463 00:32:32.159 --> 00:32:36.399 working on designing game-like learning experiences so creating 464 00:32:36.399 --> 00:32:44.000 experiences at your museum exhibits um uh i don't know experiences for youth to 465 00:32:44.000 --> 00:32:47.760 participate in that feel like a game and we're also bringing together some 466 00:32:47.760 --> 00:32:51.760 practitioners from the field to talk to them about best practices 467 00:32:51.760 --> 00:32:55.039 um so that's one component of the program 468 00:32:55.039 --> 00:32:58.559 um and then this the another component of the program that i 469 00:32:58.559 --> 00:33:01.600 will talk about is just this online collaborative community 470 00:33:01.600 --> 00:33:05.279 we are working with a platform called participate 471 00:33:05.279 --> 00:33:09.039 and um all of the participants in the program have access to this online 472 00:33:09.039 --> 00:33:12.320 community there's the ability for them to discuss 473 00:33:12.320 --> 00:33:14.799 things to we we have a whole resource page up 474 00:33:14.799 --> 00:33:17.919 there that has a game design curriculum and curricular 475 00:33:17.919 --> 00:33:21.360 materials um and they can they can just they can 476 00:33:21.360 --> 00:33:26.080 talk to each other they can communicate and um one thing that we found is that 477 00:33:26.080 --> 00:33:29.519 this is a really valuable piece for the museum educators who 478 00:33:29.519 --> 00:33:33.200 often are kind of working with their own in their own museum some of these 479 00:33:33.200 --> 00:33:37.200 museums are so small that the museum there's only one museum educator at the 480 00:33:37.200 --> 00:33:42.559 museum and so they're kind of in a silo and they really value the opportunity to 481 00:33:42.559 --> 00:33:45.360 come together and play games and talk about games and 482 00:33:45.360 --> 00:33:47.600 talk about the programs that they're running 483 00:33:47.600 --> 00:33:52.320 um great so um i'll just tell you a little bit about 484 00:33:52.320 --> 00:33:56.399 what we've found as we've as we've piloted this program because 485 00:33:56.399 --> 00:34:00.000 it's the first time we've done it um one of the things that we know for sure 486 00:34:00.000 --> 00:34:02.559 is that this program requires flexibility 487 00:34:02.559 --> 00:34:07.200 it's very different than schools which we knew going in but um but 488 00:34:07.200 --> 00:34:10.560 because with schools you know even even even 489 00:34:10.560 --> 00:34:13.839 if schools are different the general um structure 490 00:34:13.839 --> 00:34:18.000 of a school is the same but every museum is so different the way they approach 491 00:34:18.000 --> 00:34:23.679 um their education programs the way the content that's in the museum the 492 00:34:23.679 --> 00:34:28.079 size of the museum the the um community that museum serves 493 00:34:28.079 --> 00:34:31.040 like it's just so different that the program really we had 494 00:34:31.040 --> 00:34:36.560 to very quickly be very flexible with um and so what that meant was that the 495 00:34:36.560 --> 00:34:39.599 student challenge became and the implementing the student 496 00:34:39.599 --> 00:34:43.760 challenge became um something that we figured out ways for 497 00:34:43.760 --> 00:34:46.960 museum educators to be able to customize it so they could deliver it 498 00:34:46.960 --> 00:34:49.919 in a way that made sense for their museum so that's one of the most 499 00:34:49.919 --> 00:34:52.480 important things that we learned and i think moving forward 500 00:34:52.480 --> 00:34:56.159 as we work with museum educators we we know that 501 00:34:56.159 --> 00:35:00.079 we can have a kind of skeleton of what we think should happen but we have to 502 00:35:00.079 --> 00:35:03.119 allow a lot of space for museum educators to be able to 503 00:35:03.119 --> 00:35:09.359 be flexible and and implement as they see fit the professional 504 00:35:09.359 --> 00:35:12.480 development has proven to be the most valuable the museum educators have 505 00:35:12.480 --> 00:35:16.400 really um valued the kind of tools that they're 506 00:35:16.400 --> 00:35:21.119 able to put in their toolboxes um and certainly the implementation of 507 00:35:21.119 --> 00:35:24.000 the student game design challenge is one of those 508 00:35:24.000 --> 00:35:26.960 tools but but they themselves stepping into the 509 00:35:26.960 --> 00:35:30.000 role of game designers they themselves understanding how to 510 00:35:30.000 --> 00:35:33.359 design experiences in museum settings that are game-like 511 00:35:33.359 --> 00:35:38.240 um and just the kind of also just being exposed to lots of different ways of 512 00:35:38.240 --> 00:35:41.920 delivering programs virtually lots of different um protocols for 513 00:35:41.920 --> 00:35:44.400 working with youth that has been the most 514 00:35:44.400 --> 00:35:49.680 um valuable um and then like i said before museums can be silos so 515 00:35:49.680 --> 00:35:53.520 um really this online community and collaboration has been particularly 516 00:35:53.520 --> 00:35:57.599 valuable and i think you know part that's part of what makes the um 517 00:35:57.599 --> 00:36:01.760 platform that heidi just spoke about so um so powerful as 518 00:36:01.760 --> 00:36:04.800 well just that there's a way for you for 519 00:36:04.800 --> 00:36:08.960 museums to come together to share content to 520 00:36:08.960 --> 00:36:15.359 um to share best practices and and um and work together and then you know um 521 00:36:15.359 --> 00:36:18.800 we are um going to be running a second cohort in the fall it's going to be 522 00:36:18.800 --> 00:36:21.200 smaller and focused primarily on the professional 523 00:36:21.200 --> 00:36:25.040 development program but um but we're very excited to sort of 524 00:36:25.040 --> 00:36:29.839 take what we've learned and move it into out of a pilot and into 525 00:36:29.839 --> 00:36:37.280 like a more structured program so um with that i think 526 00:36:37.280 --> 00:36:45.599 i will turn it back to helen if she's here 527 00:36:46.400 --> 00:36:55.839 okay and i'm gonna hand it over to helen okay and 528 00:36:56.000 --> 00:37:00.160 okay here we go okay 529 00:37:06.839 --> 00:37:10.560 so we go 530 00:37:15.440 --> 00:37:21.040 so i hope can you see that is that showing up 531 00:37:21.440 --> 00:37:25.359 hi helen yes you can see it great all right 532 00:37:25.359 --> 00:37:28.720 so hello everybody i am sorry for that snafu 533 00:37:28.720 --> 00:37:32.400 you are not going to see my face in order to preserve bandwidth but i am 534 00:37:32.400 --> 00:37:36.079 going to um i'm going to sweep the stage instead of 535 00:37:36.079 --> 00:37:38.960 set the stage and we'll have plenty of time for questions 536 00:37:38.960 --> 00:37:42.320 because i'm not going to take very long to do this 537 00:37:42.320 --> 00:37:48.800 um clearly you have heard from some fantastic grantees of ours in the 538 00:37:48.800 --> 00:37:52.160 national through national leadership and i'm just 539 00:37:52.160 --> 00:37:55.440 going to flip through the slides to get to something that's going to be valuable 540 00:37:55.440 --> 00:38:03.119 here let's see so there we are 541 00:38:03.520 --> 00:38:12.000 so what i hope that um you all got from this showcase is um 542 00:38:12.160 --> 00:38:14.720 one second 543 00:38:17.119 --> 00:38:21.520 is a new understanding about the cool things going on in museums 544 00:38:21.520 --> 00:38:26.000 and um what they're doing in the education arena in this regard 545 00:38:26.000 --> 00:38:29.599 and particularly get some familiarity with 546 00:38:29.599 --> 00:38:32.880 museums for digital learning and game plan projects 547 00:38:32.880 --> 00:38:37.200 and now i'm going to give you sort of an inside scoop into the grant programs 548 00:38:37.200 --> 00:38:41.599 that make this stuff possible and could potentially be useful 549 00:38:41.599 --> 00:38:44.320 to you guys 550 00:38:45.680 --> 00:38:50.160 so uh imls is the independent federal grant making agency 551 00:38:50.160 --> 00:38:53.200 that is the primary source of federal funding for 552 00:38:53.200 --> 00:38:57.680 the nation's museums and libraries and the idea is that we 553 00:38:57.680 --> 00:39:01.440 ensure that all americans have access to museum library and 554 00:39:01.440 --> 00:39:06.720 information services so that's this the base from which we operate 555 00:39:06.720 --> 00:39:09.760 now the question is oh and this is my diy 556 00:39:09.760 --> 00:39:14.320 venn diagram which i could probably use a little venn diagram 557 00:39:14.320 --> 00:39:18.560 tool the next time but we'll go with this this is my answer to 558 00:39:18.560 --> 00:39:25.599 why museums and games or why museums in you know digital media and learning and 559 00:39:25.599 --> 00:39:28.960 um so the answer to that question is that um 560 00:39:28.960 --> 00:39:32.400 i've sort of tried to put together some of the 561 00:39:32.400 --> 00:39:37.359 areas where games can have a learning impact and museums have an interest 562 00:39:37.359 --> 00:39:40.640 where these come together so as indicated by 563 00:39:40.640 --> 00:39:44.640 this diagram and certainly by our previous speakers 564 00:39:44.640 --> 00:39:49.040 you could see that lots of projects may address more than one of these 565 00:39:49.040 --> 00:39:56.160 learning outcomes or or ideas so museums use games as delivery systems 566 00:39:56.160 --> 00:39:59.680 for content knowledge and behavior change as you saw with some of the 567 00:39:59.680 --> 00:40:03.680 examples that heidi showed or you can imagine a game that you know 568 00:40:03.680 --> 00:40:07.359 helps you understand climate change and maybe 569 00:40:07.359 --> 00:40:13.359 provokes behavior in you know recycling behavior or something like that 570 00:40:13.359 --> 00:40:17.200 games are used by museums as guides to physical spaces and content 571 00:40:17.200 --> 00:40:23.040 we've supported some projects that use games to promote an engagement 572 00:40:23.040 --> 00:40:26.160 within the gallery space itself as you move around the 573 00:40:26.160 --> 00:40:30.319 gallery museums use game play to promote 574 00:40:30.319 --> 00:40:34.880 perceptual attentional and cognitive abilities and skill development 575 00:40:34.880 --> 00:40:38.000 and this is sort of less associated with particular content 576 00:40:38.000 --> 00:40:42.720 or collections objects but some museums such as children's museums 577 00:40:42.720 --> 00:40:48.480 have this as part of their mission that sort of brain development tools 578 00:40:48.800 --> 00:40:52.000 aronda talked about game design which itself when 579 00:40:52.000 --> 00:40:57.359 you know done in a museum setting with content and themes of a museum 580 00:40:57.359 --> 00:41:00.480 is building all sorts of 21st century skills 581 00:41:00.480 --> 00:41:05.760 um so that's a really good game plan was a good example of that 582 00:41:05.760 --> 00:41:11.359 and finally many museums are using games to augment their collections information 583 00:41:11.359 --> 00:41:15.760 and metadata so they're using the power of the crowd to gather information 584 00:41:15.760 --> 00:41:21.839 about collections through through games 585 00:41:23.680 --> 00:41:28.000 so there's two programs that we offer that are the primary sources 586 00:41:28.000 --> 00:41:31.280 for funding for these kinds of things that we're talking about 587 00:41:31.280 --> 00:41:37.280 museums for america and the national leadership grants for museums 588 00:41:40.079 --> 00:41:44.480 museums for america has the goal of strengthening the ability of an 589 00:41:44.480 --> 00:41:49.599 individual museum to serve its public so this is primarily allowing 590 00:41:49.599 --> 00:41:55.200 museums to fulfill their high level goals in their strategic plan 591 00:41:55.200 --> 00:42:00.319 you can see some of the details about how the funding works 592 00:42:00.319 --> 00:42:04.640 but an important thing to remember is that um 593 00:42:04.640 --> 00:42:08.480 you know only museums can apply to museums for america 594 00:42:08.480 --> 00:42:11.920 but that doesn't mean that game developers can't be a partner 595 00:42:11.920 --> 00:42:15.520 in a museum project and get funding through 596 00:42:15.520 --> 00:42:21.520 the museum's budget for that project an example of that kind of museums for 597 00:42:21.520 --> 00:42:25.440 america project is something we funded back in 2014 at 598 00:42:25.440 --> 00:42:30.160 historic hudson valley they got funding to work with developers 599 00:42:30.160 --> 00:42:33.599 to build design and build a game called traders 600 00:42:33.599 --> 00:42:39.040 and raiders which allowed users and 601 00:42:39.040 --> 00:42:44.480 and usually students to learn about the transatlantic trade and piracy 602 00:42:44.480 --> 00:42:49.760 and how this manner this part of historic hudson valley played a role in 603 00:42:49.760 --> 00:42:58.079 this vast and complex system 604 00:42:58.079 --> 00:43:03.280 the national leadership grant program is it is a slightly different goal the goal 605 00:43:03.280 --> 00:43:06.319 for national leadership is to advance the whole 606 00:43:06.319 --> 00:43:10.800 field's ability to serve the public so you're 607 00:43:10.800 --> 00:43:14.079 solving a problem in museum practice or in the 608 00:43:14.079 --> 00:43:18.319 museum field i'm not going to give any examples because both museums for 609 00:43:18.319 --> 00:43:22.800 digital learning and game play are perfect examples so i 610 00:43:22.800 --> 00:43:26.960 don't have to provide those at all those are projects 611 00:43:26.960 --> 00:43:30.079 that are producing resources that are going to 612 00:43:30.079 --> 00:43:35.200 help museums during their project and afterwards 613 00:43:35.200 --> 00:43:41.960 to this new level of engagement you can see here that grants go up to 614 00:43:41.960 --> 00:43:46.160 750 000 research is funded there but there's a 615 00:43:46.160 --> 00:43:49.839 one-to-one match for non-research 616 00:43:52.839 --> 00:43:57.280 projects and finally i just want to point out the 617 00:43:57.280 --> 00:44:00.960 some of the characteristics and eligibility issues for these two 618 00:44:00.960 --> 00:44:03.920 programs and i've mentioned this already but when 619 00:44:03.920 --> 00:44:06.880 we're looking at museums for america we're really looking at an 620 00:44:06.880 --> 00:44:10.319 individual institution and its community and its 621 00:44:10.319 --> 00:44:15.760 target audiences but successful projects really have to demonstrate that they 622 00:44:15.760 --> 00:44:20.480 have in-depth knowledge they have to show that there's a 623 00:44:20.480 --> 00:44:23.359 demonstrable result what's going to come out of this 624 00:44:23.359 --> 00:44:27.680 this project a new program a new exhibit a new game 625 00:44:27.680 --> 00:44:33.359 something like that on the flip side national leadership grants are about 626 00:44:33.359 --> 00:44:35.920 broad impact of course you still have to be an expert 627 00:44:35.920 --> 00:44:40.560 and have that in-depth knowledge but you get to be collaborative so you 628 00:44:40.560 --> 00:44:44.400 bring those people that you need to the table to help make 629 00:44:44.400 --> 00:44:49.280 a project successful and shared results are very important so 630 00:44:49.280 --> 00:44:52.640 intentionally producing something that's going to 631 00:44:52.640 --> 00:44:55.920 get have legs and get out there into the field 632 00:44:55.920 --> 00:45:00.800 eligibility is a bit different as i said museums are the only eligible entities 633 00:45:00.800 --> 00:45:05.359 for museums for america but in national leadership because we 634 00:45:05.359 --> 00:45:08.720 know there are many kinds of organizations that can work to benefit 635 00:45:08.720 --> 00:45:12.480 the museum field um including like games for change where 636 00:45:12.480 --> 00:45:17.119 arana is we accept applications from museums from 637 00:45:17.119 --> 00:45:21.200 institutions of higher ed and from organizations that advance 638 00:45:21.200 --> 00:45:24.640 museums and the profession 639 00:45:25.119 --> 00:45:28.640 and finally just a quick 640 00:45:29.119 --> 00:45:33.119 a quick time check here we're going to have applications 641 00:45:33.119 --> 00:45:37.359 due oh don't look at the at the gray bar that's got 642 00:45:37.359 --> 00:45:41.119 the wrong years or just add one to the gray bar that's your game challenge for 643 00:45:41.119 --> 00:45:45.359 the day so we're looking at applications due in 644 00:45:45.359 --> 00:45:48.000 november of 2021 this year you don't have to go 645 00:45:48.000 --> 00:45:51.119 back in time we'll um we'll check them out make sure 646 00:45:51.119 --> 00:45:54.480 they're okay and ready to go to review and the review period is about four 647 00:45:54.480 --> 00:45:58.200 months there and awards will be made in the summer of 648 00:45:58.200 --> 00:46:02.880 2022 for projects that begin on september 1st 649 00:46:02.880 --> 00:46:09.440 and my colleagues and i are available throughout the process of 650 00:46:09.440 --> 00:46:12.880 application and and consideration of what you're going to 651 00:46:12.880 --> 00:46:16.800 submit to help you along the way to help you construct the most competitive 652 00:46:16.800 --> 00:46:21.760 project you can so never hesitate to contact a program 653 00:46:21.760 --> 00:46:26.880 officer our names are all on the website when you go to our website and look for 654 00:46:26.880 --> 00:46:30.640 apply for a grant or grant programs you will find our names and contact 655 00:46:30.640 --> 00:46:34.400 information so that's all i'm going to say i know we 656 00:46:34.400 --> 00:46:37.599 have some questions in the chat and i know 657 00:46:37.599 --> 00:46:42.160 that i'm going to just move this slide thank you good luck 658 00:46:42.160 --> 00:46:46.880 and um please let's let's hear some questions 659 00:46:48.800 --> 00:46:52.640 wonderful helens hello everyone this is ashley jones 660 00:46:52.640 --> 00:46:56.000 with imls i'm just taking a look at the questions 661 00:46:56.000 --> 00:46:59.760 box we have a few questions uh we can start with 662 00:46:59.760 --> 00:47:04.480 um the first one comes from from lois and and this came through 663 00:47:04.480 --> 00:47:07.920 during heidi's presentation but i think could have applied to 664 00:47:07.920 --> 00:47:12.640 to either project uh lois asks are your resources 665 00:47:12.640 --> 00:47:17.280 accessible for students with special needs 666 00:47:18.960 --> 00:47:22.800 i can talk about that a little bit for um mdl 667 00:47:22.800 --> 00:47:26.800 you know each of the individual organizations that are creating 668 00:47:26.800 --> 00:47:32.400 um resource kits are responsible for the the content 669 00:47:32.400 --> 00:47:36.160 that's a part of them um but i know at you know field museum 670 00:47:36.160 --> 00:47:39.599 we really follow universal design for learning standards 671 00:47:39.599 --> 00:47:43.440 so making sure that we are considering all uh different 672 00:47:43.440 --> 00:47:47.760 types of learners and their abilities and also thinking 673 00:47:47.760 --> 00:47:49.920 about different learning styles because we 674 00:47:49.920 --> 00:47:54.000 know that that's going to make everyone really successful in engaging 675 00:47:54.000 --> 00:47:59.040 with the resource kits so um yes i i would say that um that's 676 00:47:59.040 --> 00:48:02.240 definitely something i know that the core partners are thinking about 677 00:48:02.240 --> 00:48:07.280 um and it's uh it's something that we are uh encouraging the 678 00:48:07.280 --> 00:48:11.200 the new museum partners to think about as they're coming on board as well 679 00:48:11.200 --> 00:48:16.800 um and it's definitely something that um you know the museum field broadly thinks 680 00:48:16.800 --> 00:48:23.040 about regularly and i'm happy to just to answer that for 681 00:48:23.040 --> 00:48:26.720 our program as well um you know and i just saw in the chat i 682 00:48:26.720 --> 00:48:29.760 apologize that you couldn't see the slides um 683 00:48:29.760 --> 00:48:32.319 i'm sure there's a way for us to make those available but i said most 684 00:48:32.319 --> 00:48:34.079 everything that was on them so i'm sorry about that 685 00:48:34.079 --> 00:48:37.520 but um i one thing that i didn't say that i should say is that the 686 00:48:37.520 --> 00:48:41.440 the one of the things that this program has resulted in for games for change is 687 00:48:41.440 --> 00:48:44.960 an adaptation of our of our student challenge correct student 688 00:48:44.960 --> 00:48:48.079 facing curriculum for museum educators to use in museum 689 00:48:48.079 --> 00:48:53.040 settings so that curriculum has um been designed in such a way that 690 00:48:53.040 --> 00:48:57.200 it that it um gives uh 691 00:48:57.200 --> 00:49:01.119 gives recommendations for remediation as well as extensions 692 00:49:01.119 --> 00:49:07.280 and has been designed again you know using universal design practices um 693 00:49:07.280 --> 00:49:12.480 so that and that is available on the games for change website for free 694 00:49:13.839 --> 00:49:18.800 wonderful all right um so we've got another question uh this one comes from 695 00:49:18.800 --> 00:49:23.680 caitlin um this is both for uh heidi or arana 696 00:49:23.680 --> 00:49:27.599 the question is can you share the content of all the content of the 697 00:49:27.599 --> 00:49:32.240 projects you presented today how can be tied to national or state 698 00:49:32.240 --> 00:49:35.440 standards for learning 699 00:49:36.720 --> 00:49:40.400 sure yeah um i did not point this out but i should have 700 00:49:40.400 --> 00:49:47.200 um on the website on the platform each of the activities is aligned to um 701 00:49:47.200 --> 00:49:51.440 national learning standards so we make available ngss if it's a science 702 00:49:51.440 --> 00:49:56.079 resource um the c3 framework um common core 703 00:49:56.079 --> 00:50:01.599 depending on what the the content area connections are um and uh and we also 704 00:50:01.599 --> 00:50:04.160 note that you know the resources that are a part 705 00:50:04.160 --> 00:50:08.160 of mdl are not meant to be core curriculum and 706 00:50:08.160 --> 00:50:13.440 they're meant to add to and create another rich layer 707 00:50:13.440 --> 00:50:17.119 on top of existing curricula for k-12 education 708 00:50:17.119 --> 00:50:23.040 um and k-12 classrooms and so really looking at where the standards 709 00:50:23.040 --> 00:50:26.559 alignment that's listed on those resource kits and activities 710 00:50:26.559 --> 00:50:31.119 within the resource kits fits within your core curriculum and 711 00:50:31.119 --> 00:50:33.760 thinking about making that connection so that 712 00:50:33.760 --> 00:50:38.079 um students don't just have a chance to you know engage with that 713 00:50:38.079 --> 00:50:44.000 particular standard with mdl um but also get to uh have a fuller picture of what 714 00:50:44.000 --> 00:50:47.760 that standard um is all about uh with the core 715 00:50:47.760 --> 00:50:50.160 curriculum as well so really thinking about that as 716 00:50:50.160 --> 00:50:55.839 as nice icing on top of the the curriculum cake 717 00:50:56.079 --> 00:51:00.000 and for um game plan for the student challenge curriculum 718 00:51:00.000 --> 00:51:05.200 um we the curriculum is aligned with um the next generation science standards as 719 00:51:05.200 --> 00:51:10.319 well as the um 21 as well as 21st century skills um 720 00:51:10.319 --> 00:51:13.359 but really for the next generation science standards it's mostly the 721 00:51:13.359 --> 00:51:16.800 cross-cutting concepts and things like thinking being able to 722 00:51:16.800 --> 00:51:20.000 think systemically complex problem solving making 723 00:51:20.000 --> 00:51:26.480 connections those kinds of things that game design really helps to foster 724 00:51:28.720 --> 00:51:33.280 hey thanks um so we've got another question um this is specific to museums 725 00:51:33.280 --> 00:51:37.040 for digital learning can you talk about the benefits of 726 00:51:37.040 --> 00:51:42.079 curating these resources into a single site like museums for digital learning 727 00:51:42.079 --> 00:51:47.359 rather than the museums offering these resources on their own websites 728 00:51:47.359 --> 00:51:50.559 absolutely i can speak to that and helen feel free to chime in too because i'm 729 00:51:50.559 --> 00:51:54.240 sure you have some thoughts on this from my mls's perspective as well 730 00:51:54.240 --> 00:51:58.240 um so you know one of the things that we recognize as the core 731 00:51:58.240 --> 00:52:03.359 team is that different museums have different platforms 732 00:52:03.359 --> 00:52:08.800 and you know some museums have um national if not sometimes international 733 00:52:08.800 --> 00:52:11.680 recognition thinking about smithsonian and other 734 00:52:11.680 --> 00:52:15.280 really large institutions other institutions are going to have you 735 00:52:15.280 --> 00:52:20.960 know more regional recognition um and then some museums are very local but 736 00:52:20.960 --> 00:52:25.839 have really rich stories to tell that can add to students understanding 737 00:52:25.839 --> 00:52:30.640 and so um you know every teacher is not going to be aware of every single 738 00:52:30.640 --> 00:52:34.640 um platform that exists online for for the 739 00:52:34.640 --> 00:52:37.920 wide variety of museums that exist across the country 740 00:52:37.920 --> 00:52:42.000 and so really aggregating all of these and creating a platform that brings all 741 00:52:42.000 --> 00:52:46.079 of these pieces together allows for more visibility for those museums 742 00:52:46.079 --> 00:52:51.119 and more um awareness for k-12 educators about what types of resources exist 743 00:52:51.119 --> 00:52:56.640 maybe not in their own backyard um but you know five states away um 744 00:52:56.640 --> 00:53:04.240 and then also uh thinking about the uh the affordances of bringing together 745 00:53:04.240 --> 00:53:08.240 the collections and stories that exist across 746 00:53:08.240 --> 00:53:11.920 that rich tapestry of museums across the country 747 00:53:11.920 --> 00:53:15.280 so what happens when and this is one of the things that i 748 00:53:15.280 --> 00:53:18.800 i noted was that um history colorado and field museum 749 00:53:18.800 --> 00:53:25.760 um collaborated on a few kits um last year and uh what we were exploring 750 00:53:25.760 --> 00:53:29.040 in that was really thinking about what rich 751 00:53:29.040 --> 00:53:32.800 stories can we tell when we bring together the collections 752 00:53:32.800 --> 00:53:36.400 and expertise of two very different museums in many 753 00:53:36.400 --> 00:53:39.599 ways so the field museum is a natural history museum 754 00:53:39.599 --> 00:53:44.160 and so you know much of our collections and much of our expertise is really in 755 00:53:44.160 --> 00:53:47.760 the way of thinking through a scientific lens and when we 756 00:53:47.760 --> 00:53:50.960 think about uh the human aspects we we tell that 757 00:53:50.960 --> 00:53:55.920 story through an anthropological lens whereas um history of colorado is really 758 00:53:55.920 --> 00:53:59.200 coming from an historical perspective a social science perspective 759 00:53:59.200 --> 00:54:05.200 and so we were able to create a kit that explored different ways of knowing 760 00:54:05.200 --> 00:54:08.240 about human history thinking about the 761 00:54:08.240 --> 00:54:12.800 different lenses that anthropology can afford um through 762 00:54:12.800 --> 00:54:17.920 uh more of a scientific lens and through uh using the tools of history more of a 763 00:54:17.920 --> 00:54:22.960 social science and humanities lens um and so um you really can think about 764 00:54:22.960 --> 00:54:26.720 a much more layered um understanding that 765 00:54:26.720 --> 00:54:30.640 you're building and students um as you're thinking about a particular 766 00:54:30.640 --> 00:54:33.119 topic or theme when they're exposed to different 767 00:54:33.119 --> 00:54:36.960 perspectives on that theme um you know one of the things that we're interested 768 00:54:36.960 --> 00:54:39.839 in looking down the line as we're creating additional kits is thinking 769 00:54:39.839 --> 00:54:42.559 about how you know a science museum like the field 770 00:54:42.559 --> 00:54:46.559 museum can collaborate with an art museum to help create new on-ramps for 771 00:54:46.559 --> 00:54:50.720 students who might be you know more interested in the arts 772 00:54:50.720 --> 00:54:52.640 than they are in science but we can still 773 00:54:52.640 --> 00:54:55.599 tell really interesting science stories and art stories through those two 774 00:54:55.599 --> 00:54:59.200 different lenses um so it really just creates uh more 775 00:54:59.200 --> 00:55:02.400 perspectives and more lenses for students and teachers to be able to 776 00:55:02.400 --> 00:55:06.480 explore um all of the the topics that museums um 777 00:55:06.480 --> 00:55:10.400 have expertise in and collections in 778 00:55:11.119 --> 00:55:15.280 and i would just add that you can search across the entire 779 00:55:15.280 --> 00:55:18.640 platform so your search results will yield 780 00:55:18.640 --> 00:55:23.040 uh resources from a variety of museums which you would not have found if you're 781 00:55:23.040 --> 00:55:28.079 just going to individual institutions at a time 782 00:55:30.640 --> 00:55:34.000 so ashley can we squeeze in one more question or are we at 783 00:55:34.000 --> 00:55:38.559 time here you know i think we have one question i think we can we can do with 784 00:55:38.559 --> 00:55:41.920 it with the time we have left it seems like it'll be pretty quick this 785 00:55:41.920 --> 00:55:45.280 is from liz uh and the questions for rana is there a 786 00:55:45.280 --> 00:55:50.000 way to apply for the fall cohort of game plan 787 00:55:50.000 --> 00:55:54.640 absolutely um yeah so we we are gonna start um 788 00:55:54.640 --> 00:55:57.839 uh publicizing application process in july 789 00:55:57.839 --> 00:56:01.440 um so the best way to do it would be to go to the games for change website 790 00:56:01.440 --> 00:56:04.799 either start checking back in july or sign up for a newsletter and you'll 791 00:56:04.799 --> 00:56:07.760 for sure hear about it 792 00:56:08.240 --> 00:56:11.760 okay so we're at two o'clock we know that there are 793 00:56:11.760 --> 00:56:15.599 new sessions starting at two o'clock we want to let you go and and free up the 794 00:56:15.599 --> 00:56:19.920 airwaves and i thank uh my colleague ashley and 795 00:56:19.920 --> 00:56:24.480 arana and and heidi tremendously for this session and 796 00:56:24.480 --> 00:56:28.240 um we welcome you to contact any of us to follow up and 797 00:56:28.240 --> 00:56:31.520 continue asking questions or learning about opportunities 798 00:56:31.520 --> 00:56:40.319 thanks a lot