British Museum blog

New technology in the Samsung Digital Discovery Centre

A group of children using tablets in the museum gallery
Richard Woff, Head of Schools and Young Audiences, British Museum

We have recently re-opened the Samsung Digital Discovery Centre (SDDC) after three months spent installing a range of new digital equipment and developing exciting sessions for the Museum’s young audiences. This activity has been prompted by our participation in a project initiated by Samsung, which aims to unleash the educational power of digital technologies, specifically through the use of tablet devices in schools and in other learning hubs.

Back in July, we had a touch-enabled e-board installed in the SDDC and took delivery of more than thirty of Samsung’s newest touchscreen tablets, as well as 24 new wireless-enabled digital cameras. We then transformed some of the teaching sessions we’d been running in the SDDC to take full advantage of the new devices. Having used a range of mobile technology across our offering for young audiences, we had a good idea of what worked well. For example, we know that revealing tablets in a session always produces gasps of excitement and requests to take the devices home at the end of the day; beyond this excitement, we have also seen that tablet devices can promote collaboration between students, thanks in part to the size of the screen.

A group of children using a tablet in a Museum gallery

A group using a tablet in a Museum gallery

The touchscreen interactivity of the tablets can involve students in a way that paper resources cannot, and can also provide links to a range of media, including sound and video. As well as providing the students with information through tablets, one huge benefit for us is that they can also capture their findings on the same device. The photos, text, videos, drawings or voice recordings that are captured on the tablets in the sessions are instantly uploaded to our cloud storage, making it quick and easy for us to send this work back to schools for further study. This is especially valuable in the activities we run in galleries, where the tablets serve to guide the students, prompt responses and investigation and record their findings and experiences.

Children working on the floor, with paper, pencils and a tablet

Children using a tablet as part of an SDDC activity

One of our sessions focuses on Greek temples and aims to introduce children to the styles of Greek architecture and the functions of a temple, as well as to highlight the diverse nature of the Greek world. Previously, children used laptops to build a virtual temple using the British Museum’s Ancient Greece website with the added challenge of a fixed budget which determined how extravagant they could be in the materials they used and the decoration they applied. We have redeveloped the session so that pairs of children use tablets to test their growing understanding of the architectural styles, and then vote on how they want their communal temple to look – as they vote on the tablets, the scores appear on the e-board until a final decision becomes clear. The children also scan QR codes with their tablets to find out more about the city state they represent and to build their temple. All of the children’s tablets are linked to the e-board, so the session leader can easily select temples that demonstrate the diversity of the groups’ responses to the task.

We have kept the overall aims of the session: the children learn lots about temples; they use maths in a practical context; they learn collaboratively; they get to understand something of the extent and diversity of the ancient Greek world and the politics of temple-building – groups of students that go under budget are usually surprised to learn that this might not delight their city’s rulers any more than going over budget. What has changed is the level of engagement through the tablets. The children’s contributions to the session are more meaningful and apparent, all of them are able to contribute equally rather than a small number children dominating, and they are noticeably even more motivated and enthusiastic than they used to be. The teachers are in no doubt about the richness of the experience: “What amazing technology!” one of them commented, unprompted, as her class left the Centre.

Looking to the future, we aim to maximise the capability of these tablet devices even further. For example, we will be piloting the use of tablets for our digital sessions for students with special educational needs, using the range of media they can showcase for interactive gallery visits. We are also looking to expand our family offering across the devices, including a session planned for the New Year where families will make digital sketches of some of the Museum’s Neolithic collection, and then use these sketches to create their own 3D models.

In the middle of our busy summer preparing to re-open, we received the news that Samsung have agreed to fund the SDDC for a further five years until 2019. This not only secures the existing sessions and activities in the SDDC, it offers us the chance to build on an already large and highly innovative programme to make even more imaginative use of digital technologies to engage young people with the Museum’s objects and the cultures they represent.

The Samsung Digital Discovery Centre is sponsored by Samsung

If you would like to leave a comment click on the title

Filed under: Samsung Digital Discovery Centre

2 Responses - Comments are closed.

  1. Reblogged this on History of Britain and commented:
    #AceHistoryNews says technology helping young people to look back at history and learn from the past #britainshistory

    Like

  2. maximos62 says:

    The temple initiative is excellent, but masks the disregard for and despoliation of the Parthenon that provides the museum with its major source of ancient Greek sculptures. What a pity such beauty has merely been assigned the status of the ‘Museum’s objects’.

    Like

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 14,269 other followers

Categories

Follow @britishmuseum on Twitter

British Museum on Instagram

Discover some of the amazing wearable treasures in our new #Waddesdon gallery on @Pinterest at pinterest.com/britishmuseum
The Grenville Jewel. Dating from about 1635–1640, this superb locket contains a portrait by David Des Granges of Sir Bevil Grenville, a Cornish Royalist General who died during the English Civil War in 1643. The case is a bravura demonstration of enamelling on gold. Minute pansies, marguerites and green leaves stand out against a black background. A large square sapphire adorns the centre, surrounded by rubies, opals and diamonds. A pendant pearl in an enamelled setting completes the piece.
Gold enamelled pendant jewel with a ruby-studded parrot. The top of the base is enamelled with shields and flowers. Two pendant pearls complete the jewel. The parrot itself may have 16th-century Spanish origins, but the rest of the jewel is largely a 19th-century construction by the French jeweller Alfred André (1839–1919). A similar parrot pendant is in the Museo Arqueológico Nacional, Madrid, where the bird is also modelled in the round and white enamel used to highlight the eyes. Here's another great photo from our instagramer event, a #tired_portrait in the Great Court by @zoecaldwell.
Check out #emptyBM to see all their amazing photos! US artist John Sloan was born #onthisday in 1871. 
John Sloan, painter, printmaker and teacher, first took up etching as a self-taught adolescent.  Moving to New York in 1904, he became part of a group of eight artists, better known as “The Ashcan School”, who focused on creating images of urban realism. Between 1891 and 1940 Sloan produced some 300 etchings. He was also one of the first chroniclers of the American scene and wrote about printmaking and the etching technique.
This etching comes from the series of 10 prints entitled 'New York City Life', recording the lives of the ordinary inhabitants in less affluent areas of Manhattan. The prints had a mixed reception at the time and a number were rejected from an exhibition of the American Watercolor Society as ‘vulgar’ and ‘indecent’. #August is named after the Roman emperor Augustus. Before 8 BC the Romans called it Sextilis! 
This head once formed part of a statue of the emperor Augustus (ruled 27 BC – AD 14). In 31 BC he defeated Mark Antony and Cleopatra at the battle of Actium and took possession of Egypt, which became a Roman province. The writer Strabo tells us that statues of Augustus were erected in Egyptian towns near the first cataract of the Nile at Aswan and that an invading Kushite army looted many of them in 25 BC.
Although Roman counter-attackers reclaimed many of the statues, they did not reach Meroë, where this head was buried beneath the steps of a native temple dedicated to Victory. It seems likely that the head, having been cut from its statue, was placed there deliberately so as to be permanently below the feet of its Meroitic captors.
The head of Augustus appears larger than life, with perfect proportions based upon Classical Greek notions of ideal human form. His calm distant gaze, emphasised with inset eyes of glass and stone, give him an air of quiet, assured strength. Coins and statues were the main media for propagating the image of the Roman emperor. This statue, like many others throughout the Empire, was made as a continuous reminder of the all-embracing power of Rome and its emperor. English sculptor Henry Moore was born #onthisday in 1898.
Drawing played a major role in Henry Moore's work throughout his career. He used it to generate and develop ideas for sculpture, and to create independent works in their own right.
During the 1930s the range and variety of his drawing expanded considerably, starting with the 'Transformation Drawings' in which he explored the metamorphosis of natural, organic shapes into human forms. At the end of the decade he began to focus on the relationship between internal and external forms, his first sculpture of this nature being 'Helmet' (Tate Collections) of 1939.
This drawing titled ‘Two Women: Drawing for sculpture combining wood and metal’ was based on a pencil study entitled ‘Ideas for Lead Sculpture’. It reflects his awareness of surrealism and psychoanalytical theory as well his abiding interest in ethnographic material and non-European sculpture; the particular reference in this context is to a malangan figure (malangan is a funeral ritual cycle) from New Ireland province in Papua New Guinea, which had attracted his interest in the British Museum. 
Henry Moore, Two Women: Drawing for sculpture combining wood and metal. England, 1939. Here's another fabulous view of the Great Court captured by @whatinasees at our instagramer event #regram #repost
Check out all of the photos at #emptyBM
Follow

Get every new post delivered to your Inbox.

Join 14,269 other followers

%d bloggers like this: