While the Web is great for wading through vast oceans of information,
it still seems that "sticky" narratives are the best way for
acquiring long-lasting knowledge. Using the Web
as a model for design criteria seems like it could easily lapse into the
"let's just fill up the space with cool stuff and let the visitors sort it
out..." school of exhibit (or museum) design.
So, can a museum exhibition composed of free-standing units that can be viewed in any order, any more or less effective than the traditionally-styled exhibition hung on a clear narrative structure?
Should your next exhibit be designed like the web? Paul Orselli
Why do I post this?
This is a “how do we learn” question and it needs to be interrogated in e learning spaces within schools as much as it does in museum spaces. When we design learning experiences for students using information communication technologies I notice an increasing move away from sticky narrative teaching with learning experiences purposefully designed against differentiated intentional learning outcomes to a more "let the student sort it out" - an “access the database” type learning experience where whimsy and serendipitous exploration through student centered inquiry rules.
Hattie is an educator who comes closest to asking us to think about sticky narratives and databases when he states “Constructivism is a form of knowing, and not a form of teaching, and it is important not to confuse constructing conceptual knowledge with the current fad of constructivism” (Bereiter, 2002; Small 2003). Excerpt from Hattie - Visible Learning