Figure 4 - uploaded by Michael Herczeg
Content may be subject to copyright.
The museum model of the GGH from an overview perspective at the current state of research. For the scenario presented in this contribution set in the GGH, we focus on the use of NSM in the "My Century" part of the model.
Source publication
Digital conservation and transformation of cultural
content and cultural property are constantly increasing. In our
research project Ambient Learning Spaces, funded for seven
years by the German Research Foundation, we developed a
user-centered scenario to individualize and personalize user
experience through the use of what we call Narrative Seman...
Contexts in source publication
Context 1
... Figure 4, we regard the world model of the GGH, which abstracts the museum, its exhibits, objects and research into digital space. This brings the late artist and writer Günter Grass into context with, e.g., persons he knew, was influenced by, and influenced upon, institutions, elements from his biography, elements from his world picture, and elements from his works. ...
Context 2
... brings the late artist and writer Günter Grass into context with, e.g., persons he knew, was influenced by, and influenced upon, institutions, elements from his biography, elements from his world picture, and elements from his works. For complexity reasons, Figure 4 shows an overview of the model with focus on the sub-model used for "My Century" in our scenario. For the Museum of Nature and Environment another model exists accordingly. ...
Context 3
... achieve this by using the semantic model created for the particular context the media is selected in. For example, for a certain year from "My Century", according to the semantic model (see Figure 4), NSM annotated from that year correlates to other NSM, not necessarily dated to the same year, and possibly annotated corresponding to the visitor's interest. Thus, the process of media selection for any other than starting or ending NSM, NEMO automates the selection, leaving annotations such as ageClass, gender, language, or constraint for manual retouch only. ...
Similar publications
Citations
... They will be guided through the environment by signs or digital plans. InfoGrid has also been tested for semi-automatic Digital Story Telling [18]. To integrate several knowledge applications on large interactive touch-screens, the InteractiveWall (IW) can be used ( [19], [20]). ...
There are different types of digital platforms and support systems for teaching and learning processes. Some of these systems are called Learning Management Systems (LMS) and School Management Systems (SMS). An important part missing in these mainly organizational platforms is support for the combination of knowledge and media to Knowledge Media (KM) within an environment for contextualized learning processes. Such environments have been called Knowledge Media Management Systems (KMMS). As a model and research system for a KMMS we implemented Ambient Learning Spaces (ALS), an integrated modular multimedia teaching and learning platform for postconstructivist learning inside and outside educational institutions. ALS is a distributed cloud-based KM repository connecting different interactive learning applications using current interaction devices like wearables, mobiles, tangibles, and other interactive multimedia frontend systems. ALS can be seen as a kind of interactive “Digital Knowledge Media Machine” that enables learners mapping the world of real life situations to KM providing different modalities for creating, modeling, transforming, recombining, annotating, and reflecting the content during the learning processes. ALS installations have been used, studied, and improved for more than 10 years in schools, museums, and other contexts like urban and industrial spaces, or biotopes in a variety of teaching and learning settings. This contribution describes the concept and architecture of ALS seen as a KMMS.
... Augmented Reality (AR) is a technology that can be used in multiple settings to provide individualized and contextualized information regarding physical objects as digital information overlays [1]. These overlays can contain images, videos, and virtual 3D objects to support learning and understanding in the context of the physical object. ...
Augmented Reality (AR) is a technology that can be used to provide personalized and contextualized information regarding physical objects in form of digital overlays. We use this technology in our research project Ambient Learning Spaces (ALS) to provide museum visitors with specific additional digital 3D information regarding the exhibits presented. With this technology, we enable museum curators to use a new form of transporting contextualized information without the need for additional physical space. However, the use of AR brings up new challenges for the creation and placement of digital contents into the museum space. In this context, we ran an anonymous survey on the use of AR in museums throughout Germany and studied responses of (N = 133) museum professionals. The results indicate that, although many museum professionals are interested in using AR technology, currently the integration is very costly and complex. This paper proposes a system we developed in a user-centered design process with a museum. This system provides an interface that helps museum professionals to cope with the complexity when placing and aligning digital 3D objects in their exhibition using mobile devices. Through this solution, visitors have the chance to experience the virtual objects spatially embedded in the exhibition by the curators themselves. In multiple user studies during the development phase we measured the usability of the interface. The findings show that the system provides a high degree of usability and can be applied effectively by museum professionals.
