Four Heritage Discourses

Following on from Thursday’s post on working with volunteers at Bishops House Sheffield, a second paper on the project has lots of very quotable stuff in its preamble. For those following along at home, this paper is: Claisse, Caroline, Petrelli, Daniela, Ciolfi, Luigina, Dulake, Nick, Marshall, Mark T. & Durrant, Abigail C.. 2020. Crafting Critical Heritage Discourses into Interactive Exhibition Design.

It starts off with a lovely quote about how the nature of museums changed as they became less about privately owned collections and more about public institutions: “Traditionally, museums are concerned with material cultures as their chief role is collecting and preserving artifacts for future generations, and to communicate what is known about those objects. The early museums were places where touching, holding and smelling were an integral part of the visit, a courtesy paid by the curator or the collection owner to their visitors or guests. By the mid 19th century, however, the personal, physical relation with the objects was gone, mostly because of the widening of the audience and therefore the changing mission of museums as public institutions”

But they go on to talk sing the praises of “house museums” which “offer interesting settings to explore the value of materiality in a context where a visually-driven ‘cabinets and labels’ approach exhibition design is not deemed appropriate.” They continue “Exhibition design in house museums goes beyond the curation and display of artifacts: the whole house is a historic object, meaning that content and container are one” which is a truism, but a very concise and apposite one. I do have to take issue with one thing they say however. They are wrong, or at least, conflating two things when they state “This type of house museums is described as ‘living history museums.'” The term “living history museums” often describes places that use costumed interpreters which, I would argue, the vast majority of house museums don’t – at least not on a day-to-day basis. The term is also used for the open air museums of buildings/folk/vernacular history such at The Zuiderzee Museum in Enkhuizen, and the Singleton Open Air Museum. Indeed it came be said that live costumed interpretation in museums started in places like those (though the Singleton museum resisted it for decades).

Another bit, with which I do agree, is their summary of Heritage as an aesthetic experience “Far from being perceived as boring and tiring, museums are, for many visitors, ‘restorative environments’ that, with their unique aesthetics, capture imagination and facilitate recovery from mental fatigue [26] [35]. Such aesthetic experiences are chiefly about being there. The aesthetic experience is not the experience of beauty – for it can be pleasant or unpleasant; it is characterised by intense attention, extended cognitive engagement, and affective responses.”

Of course one of the challenges to historic house storytelling is the existence of an implicit “‘authorized heritage discourse’ approach – a long-established orientation to heritage as understood and interpreted via the expert’s perspective, and tending to privilege the prestigious, universal and grand narratives” which is of course what I discovered which my Chawton experiment. What I noticed though, was not only that such a discourse is hard-wired into interpretive thinking, but that it might also be an outcome of visitor choices. It does not have to be so, but I would challenge their assertion that “The concept of heritage as a process that is actively constructed and recombined over time is particularly significant in the context of house museums where animators often dress up and enact characters to visitors: ‘It is this sensory experience of an embodied performance of a lifestyle that constitutes the process, through which heritage is both encountered and constructed.’” While excellent live interpreters can indeed challenge the “authorised heritage discourse approach” many more simply reinforce it, however in discussing that issue the authors a have a lovely turn of phrase which I am going to steal … I mean cite: “Exhibition design in a house museum can find inspiration from such an embodied storytelling that weaves the narratives with physical objects and social history, a game of performance and fiction within a specific physical space.” And again they elegantly put into words another truism that is not often expressed: “Staff and volunteers play an important role here, as they weave
stories and place by sharing with visitors a mixture of facts, speculation and anecdotes about the lives of previous residents. The meaning of the surrounding heritage emerges from the visitor-docent interaction process: visitors are expected to take part in the dialogue, to question and deepen their interests. In comparison, digital technology is easily seen as dry, a distraction from the actual place and curators of house museums are reluctant to introduce it.”

The evaluation of the project expressed in the conclusion identified four arguments “from heritage discourses that we found relevant for designing and reflecting on digitally-augmented exhibitions. We discussed the value of materiality, visiting as an aesthetic experience, challenging the authorized voice and heritage as a process.” The first two I have no problem at all with – I like especially their use of triggered scents to enhance the multisensory nature of the interpretation. I do challenge whether they really challenged the authorized voice, as I think the power of the dominant ideology and the expectations of the visitor for authenticity will have combined to confound the challenge but in one point I will say they did well – they used the power of fiction to create the narrative, they were not bound by fact. I will also argue that the visitor perception of heritage as a process might not be as great as they suggest it is – but again I will concede on point, they got visitors visiting spaces more than once to uncover the story. which is an impressive feat.

Representing affect and affordancies

Game Affects stripped

Just a short post today, to share what I spent too much of yesterday doing. You may recall a previous post wherein I was struggling to represent all the different emotional models I’d been reading about in my literature review.

A presentation I’m writing for a conference in a couple of weeks gave me the opportunity to have another go, and (importantly for me) make it look a good deal prettier. By about 11.30 last night, I felt that at last I was getting somewhere. So this post simply shares my work in progress, in the picture above.

The central donut represents Panskepp’s work, then moving out from that Lazarro’s adaptation of Ekman, Sylvester’s “triggers”, and then floating around the outside, the motovational affordancies listed by Hamari et al.

It’s not “finished”. I want to return to Lazarro’s work and reassess that, because I found myself editing out a lot of her emotional responses when I was putting this together. I’m also painfully aware that a trigger like “Music” may elicit all sorts of emotional responses, and it sits possibly uncomfortably linked to Panskepp’s PLAY core emotion (though I justified my decision by saying to myself that surely that music IS play).

Now I better get back to my to-do list.

The Adventurers!

Our postrer for this afternoon
Our poster for this afternoon

Today is the last day of the Opposites Attract challenge, and this afternoon Nashwa and I will present our prototype game and see what the others have done. Nashwa was up until the early hours debugging and tidying up the prototype and we created in MS Visual. But she still had time to record this YouTube runthough, so you can see it in action:

The sound on this isn’t brilliant I’m afraid, and its quite hard to hear Nashwa’s narration. But hopefully you’ll get the gist of what’s going on.

To find out about some of the other collaborations, check out the Opposites Attract blog.

The Community (of Practice)

  
Hi Nashwa,

I have taken the liberty (and I hope you don’t mind) of trying to be really open about our collaborative process. As I explained when we met, my blog is sort of like my notebook, wherein I reflect on my reading. It’s more often that not off the top of my head – I type and publish, without much editing (which goes some way to explain all the typos) or structure.

We agreed that, due to our various commitments beyond university, most of our collaboration would be on-line. So what I’m typing here might be what I’d written to you in an email, but given the experimental, open and collaborative nature of the Opposites Attract Challenge, I thought it might be fun to share our thoughts and discussions in this public way. Then, even if we fail to produce anything that works in the next six weeks, we’ll at least have a series of posts on this blog to share at the Festival! If you’d prefer not to communicate quite so openly, I totally understand. We can go back to more a private medium like email.

So anyhow, the challenge we set ourselves when we met was:

We are going to prototype an app for tutors and course leaders that will gamify the objective of creating on-line Communities of Practice among their students.

It might be worth catching up on what we mean by “gamification”, and handily, I recently wrote a blog post on that very subject. A paper linked to in that post suggests that gamification uses “motivational affordances” like: Points; Leaderboards; Achievements/Badges; Levels; Story/Theme; Clear goals; Feedback; Rewards; Progress; and, Challenge. Some of the other ludic affordances I’ve encountered in my reading include things like music and presence (the feeling of being in the virtual world) which might be affordances too far in the six weeks we have to complete this project.

You’ve already got a “game metaphor” going for your research work, and that’s a board-game, like Snakes and Ladders, wherein course leaders work their way up to a winning square. So in gamification terms, you’ve already been thinking about affordances like Acheivement and Levels, Clear Goals and (on squares 5 and 11) Feedback. What we are looking to add (I think – but stop me if you disagree) are some of the other affordances, like Story, Rewards and Badges.

So, I thought I’d share with you, to kick off the discussion, some cuttings from my sketchbook, and my thoughts so far. Our clear objective is the creation of a Community of Practice, and a story that I’ve been playing with (but I’m not committed to) comes in three acts: Gathering the Tribe; Settling the Farmland, and Founding the City, which correspond with the three levels of your original game metaphor.

  
So, for example, the first part of Gathering the Tribe, is the first square of your game board. (Actually, no, the very first thing our player does is came his/her course and input the number of students on it, on a simple screen I’ve sketched above, with some ideas for badges won for simply adding classes – the proportion of returns s/he gets from students will very likely be the trigger for badges as you will see later.) The first square of your gameboard is about getting students to do a self-assessment learning preferences test. As the cohort share their results, I imagined the tutor inputting them into the app – not as individuals (likely to be all sorts of DPA issues around that) but simply number of students of each type in the class. Of course, s/he could input them as Visual, Auditory, Reading/Writing, Kinaesthetic and Multimodal, but I thought it might be fun instead to represent them as characters within the story or theme, thus:

 
  Quite why our tribe needs safe-crackers, I have not yet worked out, there may well be a better role to represent those with the Auditory learning preference. Here’s a question for you, does the VARK test return simply these four types plus multi-modal? Or are there other results that we’d need to find character classes for?

I thought of a couple of other badges the tutor might win during this process, which have no real impact on the game result, but may well act as motivators. When the tutor first gets one student of each type, s/he might win a “Full House” badge:  

 And when the total number of students of each type matches (or exceeds) the number in the class, s/he wins a 100%! badge (this might be a badge that appears, possibly in variant form for other challenges too):

 Maybe on completion of this first challenge, s/he also gets a “Behaviorist” badge:

   (A rather poor rendition of a jug of knowledge, about to be pours into an empty vessel.) Of course our tutor might offended by being called a behaviorist, but if they understand that they can win a “Constructivist” badge by completing more of the quest, this might be a very effective motivator 🙂

Your squares 2 and 3 appear in my level 2, Finding the Way. As they complete the tasks set by your recommendations, the path to a place to settle becomes clearer. And our tutor might win Explorer and Map Maker badges too:

   

With Pedgogical and Technical plans completed and the Wiki Framework in place, we are into Act Two, Settling the Farmland (your square 5). I’m less certain about what the tutor’s tasks should be for these next few squares on your board, and thus the rewards, but for some reason I thought this “Dib Dib Dib” badge would be a good idea (it probably isn’t):

   I did think though, that we should reward those disgruntled behavioursists with a shiny new Constructivist badge as soon as they’ve completed your square 5:

  And square 9 should be when they get their Socio-constructivist (or should that be Connectivist? I’m a bit confused) badge:  

 Between those two levels, I was floundering a bit:  

 I thought that at square eight is might be fun to reward our tutor with a role/grade according to what proportion of their students are suggesting topics and resources. Using a corporate metaphor for example, just 10% of your students suggesting topics would earn you the lowest Team Leader rank, 100% would make you Chairman of the Board, and in between you might become Assistant Manager; Manager; Head of Department; VP; President; or CEO. The whole corporate metaphor doesn’t fit very well with my Tribal story, but I’m nervous of making up ranks in a tribal society for fear of being too “orientalist”, and I already discarded a military one from Cadet to General. Given that by square 8 we’re about to move in Act 3 of our story Founding the City, a civic ranking system, with Mayor at the top might be more appropriate. What do you think?

By your level 10, I was feeling more confident suggesting  an “Architect” badge:

  And on your square 11, the tutor earns a “Wise Old One” badge, because at this point we are preparing the tutor to let go of his/her community building, and let the Community of Practice that they help create survive on its own terms (I think? Am I right?).
  And that’s about as far as got. How about you?