DIGITIZATION TRAINING OPPORTUNITY
FROM THE ILLINOIS DIGITIZATION INSTITUTE
FINAL TRACK 2 COURSE SEPTEMBER 12-30, 2005
The Illinois Digitization Institute at the University of Illinois Library
at Urbana-Champaign (UIUC), in partnership with the Illinois State Library
and the Illinois Heritage Association, is offering one more of its
Basics and Beyond on-line digitization training courses in 2005.
This three-week on-line course allows busy professionals the opportunity
to learn more about digitization from the convenience of their own
computers! Using the Web, participants can access the on-line course
materials, have access to a course facilitator and digitization experts,
engage in on-line discussions, solve real world digitization problems, and
do readings on various aspects of the digitization process. Cost: $300.00
per person.
The course will be directed towards participants from libraries, museums,
archives, and other cultural heritage institutions who are seeking
in-depth digitization training to enable them to apply information
standards and best practices in their work with cultural heritage
materials. Discussions and assignments will focus on the following topics:
• Benefits and costs of digitization projects
• Issues involved with designing and evaluating digitization
projects, and goal-setting
• Selection of materials for digitization
• Determining the best way to digitize a collection and make it
accessible to the target audience
• Planning issues including: budgeting, workflow, copyright,
storage, and preservation
• Metadata: best practices and creation
• Evaluating, selecting, and purchasing digitization equipment
• Basic scanning and image manipulation
• Delivery and access of digital images
Illinois cultural heritage associations may be able to qualify for a
scholarship to cover the cost of either of these courses.
To learn more about the “Basics and Beyond” digitization course series and
available scholarships or to register for courses, please visit
<http://images.library.uiuc.edu/projects/IDI>http://images.library.uiuc.edu/projects/IDI
or contact:
Amy Maroso-Hatch, Project Coordinator
Grainger Engineering Library Information Center
Phone: (217) 244-4946
E-mail: <mailto:[log in to unmask]>[log in to unmask]
or
Patricia L. Miller, Executive Director
Illinois Heritage Association
602 1/2 E. Green St., Champaign, Illinois 61820
<http://illinoisheritage.prairienet.org/>http://illinoisheritage.prairienet.org/
E-mail:
<mailto:[log in to unmask]>plmxiha<mailto:[log in to unmask]>@prairienet.org
Basics and Beyond is funded through a National Leadership Grant
from the Institute of Museum and Library Services.
At 08:38 AM 8/8/2005 -0500, you wrote:
>Let me start out by admitting I don’t know the first thing about Tilden or
>his (her) principles. That said, I consider myself an experiential
>educator and have done a fair bit of study in that realm.
>
>Think this is somewhat germane to this discussion. My point simply is that
>experience on its own is just thatexperience. Giving folks an experience
>in and of itself does not constitute experiential
>education/learning/teaching. It takes an experience combined with active
>processing of (thinking about) that experience to draw knowledge from it.
>Learners can do that thinking on their own, but often times, it is the
>educator’s role to not only provide an appropriate experience, but to also
>facilitate/guide the processing (or get it going, anyway). The power of an
>experience is that it gives the learner a direct, personal connection to
>the (potential) learning, which information by itself often lacks. Getting
>out “hard facts” may be important/necessary, but without a reason to do
>so, most folks will quickly forget those hard facts; so what’s the point?
>Connecting that information with a personal experience (especially one
>that is a part of someone’s daily life) can help make the information
>“real” to people, making them more likely to retain the information.
>
>One of the saddest mistakes I see would-be experiential educators make is
>assuming that providing an experience in and of itself is educational. To
>be sure, some folks will learn from the experience because they will do
>the processing on their own, but others will not. By providing the
>experience and a chance to think about it, educators have a greater chance
>of succeeding (as ultimately, it is up to the individual person whether
>they make the cognitive investment to actually learn anything).
>
>One final point would be that experience doesn’t have to be physical, as I
>think Ron hints at below. Having your imagination tweaked by watching a
>butterfly emerge from its chrysalis or feeling your spirits lift as you
>listen to a stirring song are also experiences. Experiences are often
>mental and/or emotional (or some combination thereof, along with
>physical). Instead of attempting to provide “hands on” learning, I try to
>facilitate “hands, hearts & thoughts on” learning. As a former
>adventure/outdoor educator, while the physical challenges I presented
>learners were the most obvious, it was often the mental and emotional
>challenges I provided that lead to the greatest learning for participants.
>
>For what it’s worth,
>
>tim
>
>
>----------
>From: Museum discussion list [mailto:[log in to unmask]] On
>Behalf Of Ron Carnegie
>Sent: Saturday, August 06, 2005 7:40 PM
>To: [log in to unmask]
>Subject: Re: [MUSEUM-L] Interpretation or Not?
>
>I have to say, I can't see how Tilden's principles cause experience,to
>overshadow learning.
>
> Tilden says just the opposite, and says it quite clearly. Most
> importantly would be number 5. "Interpretation should aim to present a
> whole rather than a part, and must address itself to the whole man rather
> than any one phase". This is most certainly interpreting "facts". You
> can not interpret the whole just through hands on activity. What you are
> describing is what I would call "Hands on for Hands on sake". The bane
> of the modern museum world!
>
>The only principle that I can find, that is close to suggesting the
>importance of experiential learning in number two and even it reminds you
>of the importance of facts. "Information, as such is not
>interpretation. Interpretation is revelation based upon information. But
>they are entirely different things. HOWEVER ALL INTERPRETATION INCLUDES
>INFORMATION." Emphasis my own.
>
> I also work at a historical site. I also work entirely in first
> person. I would definitely refer to my interpretation as meeting
> Tilden's principles and I rarely use experiential or tactile teaching at all.
>
> As to the original poster's question. I wasn't going to respond, as
> I have no empirical data, just apocryphal from my own experiences. I
> would argue however that I wouldn't refer to a script is being the
> opposite of a Tilden "delivery". In fact if I was creating a "script" I
> would still follow Tilden principles. Scripts have their advantages,
> though I would argue that I feel they have more disadvantages then
> pluses. I don't even like to present at conferences from paper. Nor do I
> think Tilden is a god. He wasn't. Frankly the principles are pretty
> much just common sense, and would apply to many other non-interpretive
> venues. I was following Tilden principles far before I learned them.
>
> If I might ask the original poster, what did you think of the scripted
> presentation? Did it engage you? Did you learn (or I suppose in Tilden
> speak) did it provoke you? Did you pay any attention to the other
> visitors around you? Did they seem engaged?
>
>Ron Carnegie
>
>-----Original Message-----
>From: Museum discussion list [mailto:[log in to unmask]]On
>Behalf Of Annmarie Zan
>Sent: Saturday, August 06, 2005 2:37 PM
>To: [log in to unmask]
>Subject: Re: Interpretation or Not?
>I work for a museum that think's Tildens principles are God and they do
>have a lot going for them. If you follow the principles you will engage
>your auduence and hopefully teach them something. Where I personally run
>into problems with them is when the opportunity to "experience"
>overshadows the ability to learn. I work for a historical museum and we
>do first person interpretation but there are still hard facts that are
>neccessary to get out. I feel we short change our audience by just let
>them see, smell, touch, etc the buck skin but not share the wonderful
>thought of how this buckskin became soft by brain tanning and the
>inginuity of the Natives that created this tool just because it would be
>telling people facts and not interpreting. Just my 2 cents
>
>love, annmarie
>
>
>-----Original Message-----
>From: Nicholas Carl Visscher <[log in to unmask]>
>To: [log in to unmask]
>Sent: Fri, 5 Aug 2005 15:44:07 -0400
>Subject: Interpretation or Not?
>Is anyone aware of any studies that assess the effectiveness of
>interpretation and using (specifically Tilden's) interpretive principles
>versus other delivery methods (i.e. reading from script) in education
>presentations?
>background: I was recently at a zoo where I watched an animal training
>demo...there was a live interpreter, but she was reading directly from a
>script. Straight factual information. This made me wonder about the way we
>interpret exhibits and animal interactions. Maybe reading from a script IS
>just as good as putting a lot of effort into making a presentation more
>engaging and interactive?....
>any thoughts?....any empirical data?...
>Thanks,
>Nick Visscher
>virtual outreach specialist
>Virtual Outreach Program
>MSU Museum (room 205)
>West Circle Drive
>East Lansing, MI 48824
>email: <mailto:vissche2%40msu.edu>[log in to unmask]
>phone: 517-353-3882
>cell: 517-980-6244
>fax: 517-432-2846
><http://www.virtualoutreach.org>http://www.virtualoutreach.org
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