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NODEM 2014 Proceedings

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Mobile Technology and Museum Education for Schools Theory, Study Results & Use Cases from the Project Art.Lector<br />

Figure 1. 3 phases of Art.Lector for museums and schools<br />

Source: Fluxguide Ausstellungssysteme GmbH<br />

Acknowledgements<br />

Art.Lector project is funded by ZIT – The Technology Agency of the City of Vienna.<br />

References<br />

Brown, Juanita; Isaacs, David, World Cafe Community; Senge, Peter; Wheatley, Margaret J. (2005) The World Café: Shaping Our<br />

Futures Through Conversations That Matter. San Franscisco: Berrett-Koehler Publishers.<br />

Falk, John (2009) Identity and the Museum Visitor Experience. Walnut Creek: Left Coast Press.<br />

Fouché, Christa & Light, Glenda (2010) An Invitation to Dialogue ‘The World Café’ In Social Work Research. March 2011 10: 28-48,<br />

November 22, 2010, doi:10.1177/1473325010376016 Qualitative Social Work November 22, 2010 1473325010376016.<br />

Glasersfeld, E. v. (1995). Radical constructivism: A way of knowing and learning. London u.a., Falmer.<br />

Hattie, John. (<strong>2014</strong>) Lernen sichtbar machen. Überarb. deutschsprachige Ausgabe von „Visible Learning“ (2009) besorgt von<br />

W. Beywl & K. Zierer. Baltmannsweiler: Schneider Verlag Hohengehren.<br />

Maset, Pierangelo (2012) Ästhetische Bildung der Differenz. Lüneburg: Edition HYDE.<br />

Maturana, H. R. and F. J. Varela (1980). Autopoiesis and cognition: The realization of the living. Dordrecht u.a., Reidel.<br />

Overmann, Manfred (2000). Konstruktivistische Prinzipien der Lerntheorie und ihre didaktischen Implikationen.<br />

Plattner, Hasso; Meinel, Christoph; Leifer, Larry (Eds.) (2012) Design Thinking Research: Measuring Performance in Context<br />

(Understanding Innovation). New York: Springer.<br />

Plessner, H. (1928). Die Stufen des organischen und der Mensch; Einleitung in die philosophische Anthropologie. Berlin, Leipzig,<br />

W. de Gruyter & co.<br />

<strong>NODEM</strong> <strong>2014</strong> Conference & Expo<br />

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