BYOD를 활용한 박물관 성인 교육 프로그램 사례

Abstract

Today, the most, vigorously discussed issue in cultural space, including museum and art gallery, is so called problem of ‘visitors’participation'. On a wave of social media, participation of cultural organization visitors is necessary for its role of creating culture with public's curiosity and their attention. The purpose of this study is to develop a museum education program which encourages active participation of learners based on social features of the 21st century. The target subject is adult. This study follows a process of setting up a program design principle based on case studies, developing the program, applying it in practice and finally analyzing the outcome of it. In the 21st century society, which comes with various keywords such as knowledge based society, 4th industrial revolution society, digital society, global society or life long education society, museum education also needs to adapt to its change. One of features of the future society that the researcher focused on is 'global society with the arrival of digital era'. Particularly in the flow of global connectivity, the researcher focused on 'local' and 'local cultural heritage', which is a product of the local and can strengthen competitiveness of it. Also, As smart learning has been widely discussed in museum education with the development of digital technology, the researcher applied BYOD(Bring Your Own Device) as a tool of self directed learning based on a project learning. The researcher accordingly developed an adult targeted museum education program utilizing BYOD interlaced with local cultural heritage as exhibits, and applied it in practice after revision based on validation procedure of experts. After the application, various kinds of data including before-after mind map, reflection journal and interview were collected and analyzed. The outcome of analysis suggests that adult learners, who actively participated on the project learning activity interlaced with local cultural heritage, showed higher interest and participatory attitude toward problems of the local community. It is also shown that learners experienced self directed learning through the use of BYOD during the project. This study contributes on related study by showing the possibility that education museum and local cultural heritage as exhibits can be interlaced, and suggesting the direction of self directed learning with increase of participation utilizing BYOD and adult targeted project learning. It is expected that this study can give practical help to museum educators and related researchers.