Jenny Wolfe | Plekhanov Russian university of economics (original) (raw)
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Papers by Jenny Wolfe
Journal of Museum Education, Sep 1, 1996
Museums and Social Issues, Sep 1, 2009
Museum and Society
The field of informal learning has become increasingly adept at designing, measuring, and achievi... more The field of informal learning has become increasingly adept at designing, measuring, and achieving learning goals for a range of audiences. However, addressing the critical social issues of our time may require new skill sets, areas of expertise, types of partnerships and assumptions about success. To explore how informal learning practices are addressing social issues, we reviewed more than 200 articles, research studies, and evaluation reports (Morrissey et al. 2021). We examined the topics addressed or avoided, the types of impacts achieved, and patterns and trends that suggested gaps, opportunities, or barriers to advancing informal learning practices that address social issues. We paid particular attention to the impacts achieved or not achieved, and to the reflections and recommendations in these articles. Drawing from what we saw, we share six heuristics that can be used as guides and, perhaps, as steps towards building generalizable principles and theories that may inform f...
Museums & Social Issues
Curator: The Museum Journal, 2020
Acknowledging and representing identities in ways that connect with contemporary society is one o... more Acknowledging and representing identities in ways that connect with contemporary society is one of the most complicated, contested and perhaps critical challenges facing museums. To explore how museums are addressing that challenge, we turned to a source of research that is rigorous, cross-disciplinary and often grounded in contemporary ideas of museums as sites of social activism-doctoral dissertations and master's theses. We analyzed almost a hundred studies and conducted interviews with 12 of the authors to explore how their research informed their practice. The studies demonstrate a range of ways that museums can and are engaging with complex ideas about identity, largely through exhibitions; occasionally through collections, collaborations, and programs; and only rarely through institutional operations. The studies position identity as core to museum work and perhaps an overlooked variable in the efforts to promote diversity, inclusion, and equity. Drawing from different disciplines, they describe identity as complex, fluid, dynamic, and intimately related to both personal experiences and societal structures of power. The studies provide compelling arguments for why museums need to change the ways they address, acknowledge, and represent identities. These arguments fell into three categories: Opportunity, Responsibility, and Survival. Interviews identified barriers to entering or advancing within the field for individuals who encompass different life experiences and perspectives. Although a small sample, we believe their experiences demonstrate a broken career pipeline that may contribute to the lack of diversity in the field. We conclude that graduate student research may provide a unique catalyst for social change.
Social Relevance Circa 2012, 2016
Museums & Social Issues, 2009
Background: Cerebral palsy (CP) results from a static brain lesion during pregnancy or early life... more Background: Cerebral palsy (CP) results from a static brain lesion during pregnancy or early life and remains the most common cause of physical disability in children (1 in 500). While the brain lesion is static, the physical manifestations and medical issues may progress resulting in altered motor patterns. To date, there are no prospective longitudinal studies of CP that follow a birth cohort to track early gross and fine motor development and use Magnetic Resonance Imaging (MRI) to determine the anatomical pattern and likely timing of the brain lesion. Existing studies do not consider treatment costs and outcomes. This study aims to determine the pathway(s) to motor outcome from diagnosis at 18 months corrected age (c.a.) to outcome at 5 years in relation to the nature of the brain lesion (using structural MRI). Methods: This prospective cohort study aims to recruit a total of 240 children diagnosed with CP born in Victoria (birth years 2004 and 2005) and Queensland (birth years 2006-2009). Children can enter the study at any time between 18 months to 5 years of age and will be assessed at 18, 24, 30, 36, 48 and 60 months c.a. Outcomes include gross motor function (GMFM-66 & GMFM-88), Gross Motor Function Classification System (GMFCS); musculoskeletal development (hip displacement, spasticity, muscle contracture), upper limb function (Manual Ability Classification System), communication difficulties using Communication and Symbolic Behaviour Scales-Developmental Profile (CSBS-DP), participation using the Paediatric Evaluation of Disability Inventory (PEDI), parent reported quality of life and classification of medical and allied health resource use and determination of the aetiology of CP using clinical evaluation combined with MRI. The relationship between the pathways to motor outcome and the nature of the brain lesion will be analysed using multiple methods including non-linear modelling, multilevel mixed-effects models and generalised estimating equations. Discussion: This protocol describes a large population-based study of early motor development and brain structure in a representative sample of preschool aged children with CP, using direct clinical assessment. The results of this study will be published in peer reviewed journals and presented at relevant international conferences.
Museum Management and Curatorship, 2020
Ideas and expectations about professions and about the process of becoming a professional are cha... more Ideas and expectations about professions and about the process of becoming a professional are changing. Once defined largely by licenses or certificates, many fields of work are looking for more decentralized ways to determine what is a profession, and who is a professional. Many are turning to more decentralized ideas about professions and self-directed processes for lifelong professional learning. An increasing number of fields are using competency frameworks as one mechanism to guide professionalization without standardizing the preparation of those who work in the field. Research is needed to assess the viability and the impact of these frameworks on the individuals, institutions, the field, and ultimately on the public audiences they serve. The field of Informal STEM Learning (ISL) is uniquely poised to benefit from and contribute to the conversations and practices that are moving professional learning towards more self-directed paths.
The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a... more The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a special exhibit, "Birds in Trouble in Michigan." Tho hardware components included a videodisc player, a microcomputer, a video monitor, and a mouse. Software included a HyperCard program and the videodisc "Audubon Society's VideoGuide to the Birds of North America: I." Designed to act as a conceptual pre-organizer, the HyperCard program used computer-generated text screens and segments from the videodisc to introduce vocabulary and discuss concepts and principles illustrated in the exhibit. Video segments also provided a context for observing the mounts by discussing identification and illustrating bird behavior in their habitats. The study took place over 10 weekend days with 5 days randomly assigned to control and 5 to experimental conditions. Under experimental conditions, the IVD system was set up for a 2-hour period outside the entrance to the exhibit hall. All visitors during the data collection periods were videotaped, and the HyperCard progren recorded visitors' responses under the experimental condition. It was found that the presence of the IVD program significantly increased visitors' time within the exhibit area; groups with children were more likely to use the program than adult only groups; groups with males (either adult or children) were more likely to use the program than those with females; and 75% of the program users selected a unique path through the program. These results suggest that interactive video can be used effectively as a pre-organizer for a museum exhibit, and that it encourages learning by enabling visitors to actively research their own interests. Ten sample computer screens are appended. (12 references) (BBM)
The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a... more The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a special exhibit, "Birds in Trouble in Michigan." Tho hardware components included a videodisc player, a microcomputer, a video monitor, and a mouse. Software included a HyperCard program and the videodisc "Audubon Society's VideoGuide to the Birds of North America: I." Designed to act as a conceptual pre-organizer, the HyperCard program used computer-generated text screens and segments from the videodisc to introduce vocabulary and discuss concepts and principles illustrated in the exhibit. Video segments also provided a context for observing the mounts by discussing identification and illustrating bird behavior in their habitats. The study took place over 10 weekend days with 5 days randomly assigned to control and 5 to experimental conditions. Under experimental conditions, the IVD system was set up for a 2-hour period outside the entrance to the exhibit hall. All visitors during the data collection periods were videotaped, and the HyperCard progren recorded visitors' responses under the experimental condition. It was found that the presence of the IVD program significantly increased visitors' time within the exhibit area; groups with children were more likely to use the program than adult only groups; groups with males (either adult or children) were more likely to use the program than those with females; and 75% of the program users selected a unique path through the program. These results suggest that interactive video can be used effectively as a pre-organizer for a museum exhibit, and that it encourages learning by enabling visitors to actively research their own interests. Ten sample computer screens are appended. (12 references) (BBM)
Journal of Museum Education, Sep 1, 1996
Museums and Social Issues, Sep 1, 2009
Museum and Society
The field of informal learning has become increasingly adept at designing, measuring, and achievi... more The field of informal learning has become increasingly adept at designing, measuring, and achieving learning goals for a range of audiences. However, addressing the critical social issues of our time may require new skill sets, areas of expertise, types of partnerships and assumptions about success. To explore how informal learning practices are addressing social issues, we reviewed more than 200 articles, research studies, and evaluation reports (Morrissey et al. 2021). We examined the topics addressed or avoided, the types of impacts achieved, and patterns and trends that suggested gaps, opportunities, or barriers to advancing informal learning practices that address social issues. We paid particular attention to the impacts achieved or not achieved, and to the reflections and recommendations in these articles. Drawing from what we saw, we share six heuristics that can be used as guides and, perhaps, as steps towards building generalizable principles and theories that may inform f...
Museums & Social Issues
Curator: The Museum Journal, 2020
Acknowledging and representing identities in ways that connect with contemporary society is one o... more Acknowledging and representing identities in ways that connect with contemporary society is one of the most complicated, contested and perhaps critical challenges facing museums. To explore how museums are addressing that challenge, we turned to a source of research that is rigorous, cross-disciplinary and often grounded in contemporary ideas of museums as sites of social activism-doctoral dissertations and master's theses. We analyzed almost a hundred studies and conducted interviews with 12 of the authors to explore how their research informed their practice. The studies demonstrate a range of ways that museums can and are engaging with complex ideas about identity, largely through exhibitions; occasionally through collections, collaborations, and programs; and only rarely through institutional operations. The studies position identity as core to museum work and perhaps an overlooked variable in the efforts to promote diversity, inclusion, and equity. Drawing from different disciplines, they describe identity as complex, fluid, dynamic, and intimately related to both personal experiences and societal structures of power. The studies provide compelling arguments for why museums need to change the ways they address, acknowledge, and represent identities. These arguments fell into three categories: Opportunity, Responsibility, and Survival. Interviews identified barriers to entering or advancing within the field for individuals who encompass different life experiences and perspectives. Although a small sample, we believe their experiences demonstrate a broken career pipeline that may contribute to the lack of diversity in the field. We conclude that graduate student research may provide a unique catalyst for social change.
Social Relevance Circa 2012, 2016
Museums & Social Issues, 2009
Background: Cerebral palsy (CP) results from a static brain lesion during pregnancy or early life... more Background: Cerebral palsy (CP) results from a static brain lesion during pregnancy or early life and remains the most common cause of physical disability in children (1 in 500). While the brain lesion is static, the physical manifestations and medical issues may progress resulting in altered motor patterns. To date, there are no prospective longitudinal studies of CP that follow a birth cohort to track early gross and fine motor development and use Magnetic Resonance Imaging (MRI) to determine the anatomical pattern and likely timing of the brain lesion. Existing studies do not consider treatment costs and outcomes. This study aims to determine the pathway(s) to motor outcome from diagnosis at 18 months corrected age (c.a.) to outcome at 5 years in relation to the nature of the brain lesion (using structural MRI). Methods: This prospective cohort study aims to recruit a total of 240 children diagnosed with CP born in Victoria (birth years 2004 and 2005) and Queensland (birth years 2006-2009). Children can enter the study at any time between 18 months to 5 years of age and will be assessed at 18, 24, 30, 36, 48 and 60 months c.a. Outcomes include gross motor function (GMFM-66 & GMFM-88), Gross Motor Function Classification System (GMFCS); musculoskeletal development (hip displacement, spasticity, muscle contracture), upper limb function (Manual Ability Classification System), communication difficulties using Communication and Symbolic Behaviour Scales-Developmental Profile (CSBS-DP), participation using the Paediatric Evaluation of Disability Inventory (PEDI), parent reported quality of life and classification of medical and allied health resource use and determination of the aetiology of CP using clinical evaluation combined with MRI. The relationship between the pathways to motor outcome and the nature of the brain lesion will be analysed using multiple methods including non-linear modelling, multilevel mixed-effects models and generalised estimating equations. Discussion: This protocol describes a large population-based study of early motor development and brain structure in a representative sample of preschool aged children with CP, using direct clinical assessment. The results of this study will be published in peer reviewed journals and presented at relevant international conferences.
Museum Management and Curatorship, 2020
Ideas and expectations about professions and about the process of becoming a professional are cha... more Ideas and expectations about professions and about the process of becoming a professional are changing. Once defined largely by licenses or certificates, many fields of work are looking for more decentralized ways to determine what is a profession, and who is a professional. Many are turning to more decentralized ideas about professions and self-directed processes for lifelong professional learning. An increasing number of fields are using competency frameworks as one mechanism to guide professionalization without standardizing the preparation of those who work in the field. Research is needed to assess the viability and the impact of these frameworks on the individuals, institutions, the field, and ultimately on the public audiences they serve. The field of Informal STEM Learning (ISL) is uniquely poised to benefit from and contribute to the conversations and practices that are moving professional learning towards more self-directed paths.
The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a... more The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a special exhibit, "Birds in Trouble in Michigan." Tho hardware components included a videodisc player, a microcomputer, a video monitor, and a mouse. Software included a HyperCard program and the videodisc "Audubon Society's VideoGuide to the Birds of North America: I." Designed to act as a conceptual pre-organizer, the HyperCard program used computer-generated text screens and segments from the videodisc to introduce vocabulary and discuss concepts and principles illustrated in the exhibit. Video segments also provided a context for observing the mounts by discussing identification and illustrating bird behavior in their habitats. The study took place over 10 weekend days with 5 days randomly assigned to control and 5 to experimental conditions. Under experimental conditions, the IVD system was set up for a 2-hour period outside the entrance to the exhibit hall. All visitors during the data collection periods were videotaped, and the HyperCard progren recorded visitors' responses under the experimental condition. It was found that the presence of the IVD program significantly increased visitors' time within the exhibit area; groups with children were more likely to use the program than adult only groups; groups with males (either adult or children) were more likely to use the program than those with females; and 75% of the program users selected a unique path through the program. These results suggest that interactive video can be used effectively as a pre-organizer for a museum exhibit, and that it encourages learning by enabling visitors to actively research their own interests. Ten sample computer screens are appended. (12 references) (BBM)
The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a... more The Michigan Ste, e University Museum used an interactive videodisc (IVD) as an introduction to a special exhibit, "Birds in Trouble in Michigan." Tho hardware components included a videodisc player, a microcomputer, a video monitor, and a mouse. Software included a HyperCard program and the videodisc "Audubon Society's VideoGuide to the Birds of North America: I." Designed to act as a conceptual pre-organizer, the HyperCard program used computer-generated text screens and segments from the videodisc to introduce vocabulary and discuss concepts and principles illustrated in the exhibit. Video segments also provided a context for observing the mounts by discussing identification and illustrating bird behavior in their habitats. The study took place over 10 weekend days with 5 days randomly assigned to control and 5 to experimental conditions. Under experimental conditions, the IVD system was set up for a 2-hour period outside the entrance to the exhibit hall. All visitors during the data collection periods were videotaped, and the HyperCard progren recorded visitors' responses under the experimental condition. It was found that the presence of the IVD program significantly increased visitors' time within the exhibit area; groups with children were more likely to use the program than adult only groups; groups with males (either adult or children) were more likely to use the program than those with females; and 75% of the program users selected a unique path through the program. These results suggest that interactive video can be used effectively as a pre-organizer for a museum exhibit, and that it encourages learning by enabling visitors to actively research their own interests. Ten sample computer screens are appended. (12 references) (BBM)
A father, his daughter, and his son crouch on the ground, examining the skulls of a beaver and a ... more A father, his daughter, and his son crouch on the ground, examining the skulls of a beaver and a raccoon on a nature walk. " Look at those long teeth! " the daughter says, holding up the beaver skull. The father explains how the teeth will continue to grow if the beaver does not chew on wood, and his son talks about a related television show. They turn their attention to the other skull and continue looking, talking, and asking each other questions —sharing their knowledge, questions, and observations. Completely rooted in the immediacy of the moment, their attention is focused on the physical objects in front of them and on each other, each connecting this moment to other experiences and knowledge while fertilizing the soil of their knowledge base that will support future experiences. Encounters with real things—be they from the natural or cultural environment—ignite curiosity, imagination, memories, and questions. Encounters with objects provide an opportunity for dialogue, inquiry, and conversation through which individuals find deeper connections not only to the world around them, but to each other as conversations twist around the object, the content, and the thoughts and experiences of each individual. Individuals learn about each other while they learn through each other. These conversations or interactions between individuals, in the presence of objects, are the foundation of learning and are core to the concept of museums as places where knowledge is created, discussed, reflected on, and passed on to future generations. By focusing on these interactions, and the ways objects influence these interactions, museums can better understand and facilitate the visitor experience.