The Present and Future of Cahner’s ComputerPlace at the Museum of Science

Joye Thaller

CD 145

Mid-Term Paper

April 6, 2005

The Present and Future of Cahner’s ComputerPlace at the Museum of Science

Abstract

Cahner’s ComputerPlace is a public computer center at the Museum of Sciencewith three current educational goals. It aims to provide visitors with a wide variety of educational software, allow them to view demonstrations of computer gadgets, and let them participate in hands-on activities that will enhance their understanding of how computers work. Through observations and interviews, it was determined that the first goal is being met, with the second and third goals taking lesser priority. The ComputerPlace is about to undergo a major renovation to better meetthe second and third goals and to introduce more robotics and computer programming into the facility. The discourse surrounding the new ComputerPlace is mostly innovation-focused, but slightly social-system focused. The changes, when they occur, could be either consonant or dissonant with the existing social system. Museum researchers will have to pay close attention to how the impending renovation is received by the public and possibly make changes if it is rejected.

Introduction

Cahner’s ComputerPlace and The Technology Learning Centerare two computer centers located at the Museum of Science in Boston. The TechnologyLearningCenter, located just outside of the Museum entrance, is home to three instructional classrooms and the Computer Clubhouse. The classroom part of the TechnologyLearningCenteris used by teachers bringing classes to do projects with specific software. These classes must be booked in advance. The Computer Clubhouse is an after-school learning center specifically for students ages 10-18 from under-served communities. The goal of the Clubhouse is to provide these youngsters with the technological tools they need for personal, academic, and career success. The Clubhouse is only accessible to its members. Cahner’s ComputerPlace is located inside the Museum and is accessible to anyone who has paid admission to the Museum. There are no specific classes going on there and anyonecan drop in at any time the Museum is open. This paper will focus on Cahner’s ComputerPlace.

Cahner’s ComputerPlace is one of three Discovery Spaces at the Museum of Science. A Discovery Space is a hands-on place for kids to explore some sort of subject or idea. The other two Discovery Spaces at the Museum of Science are the Human Body Connection and the DiscoveryCenter. The ComputerPlace was created as a Discovery Space in 1983. Its original goal was to bridge the digital divide between the average museum-goer and technology. In 1983, when hardly anyone had a home computer, the gap was much larger than it is now. Today, the goal of the ComputerPlace, according to the Museum’s website, is to let visitors “explore computers as a tool for learning and creativity.” The three main ways visitors can explore in the ComputerPlace are to:

1. Use a wide variety of educational software.

2. View demonstrations of computer gadgets.

3. Participate in hands-on activities that will enhance their understanding of how computers work.

In this paper, I will discuss these three educational goals and how the ComputerPlace is meeting them, based on conversations with staff and my own observations. I will also delve into the educational theory behind the goals of the ComputerPlace and discuss the implications of impending change.

Methodology

I felt that the best way to get acquainted with the ComputerPlace was to spend time there as a visitor, taking notes unobserved. I checked with staff of the ComputerPlace first to make sure I was allowed to do this and they were happy to oblige me. I completed two one-hour observations of the ComputerPlace to try to get an idea of a typical hour there. I took notes on the general layout and functionality of the ComputerPlace, I took the role of the visitor by trying out the various software, andI observed who was using the computers and for how long. In addition to my observations, I also interviewed Kim Zern, the manager of the ComputerPlace, about the direction in which the ComputerPlace is heading.

Layout and Functionality

The layout of the ComputerPlace is shown in Appendix A. The room is spacious and houses about 30 computers. The set-up of the exhibit encourages individual learning, creativity, and exploration. The room is split into seven sections, as follows:

  • Info Bytes – This demonstration counter is the focal point of the room. It used to be just a place for staff to demonstrate how computer hardware, such as keyboards and mice, worked. It is evolving to include more robotics and programming concepts.
  • Creativity – This section includes four computers with software for people to design, invent, or build things, such as robots or dioramas, on the computer.
  • Artificial Intelligence – In the back of the room are two A.I. computers. These computers havesoftware on them that allows the user to either compete with the computer in games, such as Chess or Mancala, or to work with the computer to develop a poem.
  • Music and Sound – These three computers have different types of musical software. One of them has a small piano keyboard attached to the regular typing keyboard. Another computer has digital turntables and a microphone attached to it. All of these computers have at least two or three musical programs on them.
  • Informational Research – There are two computers next to the Music and Sound center that are strictly for Internet use. Their function is not to let people “surf the net,” but to allow them to search for information pertaining to projects they are doing at the museum. Staff can also use these computers for email.
  • Best Software for Kids – This is the highest scoring software on the ComputerPlace Software Evaluation Form (Appendix B). Theapproximately 15 computers in this section contain the greatest number of individual titles (about 10 -15 each).
  • Pre-school – There are about four computers for pre-schoolers. The counters and chairs here are significantly lower to accommodate young learners. The mice are also larger to assist children whose coordination skills may not be sufficient to use regular mice yet. These computers contain software designed especially for pre-schoolers, such as Blue’s Clues and Zaboomafoo.

The atmosphere of the ComputerPlace was surprisingly serene. The room was dimly lit and the décor was a soft palette. None of the computers, even the ones for sound and music, were too noisy. Children running in and out made more noise than any of the computers did, but since they were small in number, they were still not too distracting. Compared to the noise of the rest of the Museum, the ComputerPlace is an oasis of calm. Its secluded location makes it inconspicuous to passers-by and the only people who go there are usually the ones seeking it out. The decision to seclude the ComputerPlace was intentional; having computers out in the open space of the Museum would result in utter chaos. Not only would there be too many children trying to use the equipment at once, but there would be no way for staff to monitor all the computers to make sure no one is breaking or stealing anything. The way it is set-up in a small room, all the computers are visible from any location in that room.

Software in the ComputerPlace

Software in the ComputerPlace is chosen according to strict guidelines (Appendix B). At least four staff members must complete the form and recommend the software before it is purchased. New software is purchased every year to keep the ComputerPlace up-to-date. I asked one of the employeesher opinion on what the most popular software was. She said that Droid Works (in the CreativityCenter), iSpy (in the Best Software for Kids center) and any of the programs in the A.I. center were very popular. Some people would stay for 4 or 5 hours at a time playing these games. Sometimes staff would have to remind parents that it is not good to let their children stare at a computer screen for that long!

I decided to try out some of the software as a regular visitor would. I played Digital Music Master in the Music center. This program comes with digital turntables and a microphone. It lets you be the D.J. and experiment with mixing different songs and sounds. This program appears similar to games I have seen in arcades. The educational value comes in the creativity of mixing your own songs. The novelty of this software is definitely the digital turntables, which I had never seen before.

I also played Droid Works in the Creativity center. This game lets you build robots (similar to those seen the Star Wars movies) and then send them on missions. It allows for creativity in building the robots. I found it a little difficult to understand what else you were supposed to do with the robot after you built it, but the program looked like it had many other features.

I also played what is apparently one of the most popular games for children and adults:iSpy, which is located in the Best Software for Kids center. This software displays a tableau of many objects and asks you to search for specific ones. Its educational purpose is mainly to stimulate children’s powers of observation and detection. There are several different versions of this program, including iSpy Fantasy, iSpy SpookyMansion, and iSpy Junior (for pre-schoolers). They all have the same concept, just different settings or levels.

Finally, I tested a program in the Creativity center called Diorama Designer, developed by local educational software creator, Tom Snyder. This program lest you create a virtual “shoebox” diorama, using icons of things you would put in the room. For example, I created a medieval diorama, complete with stained glass window, fireplace, and pig on a spit. This software was designed for children in grades 2 through 6, and the educational goal apparently was to learn about history through making a model of what a room in a particular period of history might look like.

All of the software I tested was fun for me (as an adult) and I observed that the children seemed to enjoy using it as well. One of the main draws of some of the programs, such as iSpy and DroidWorks,is their graphics. Another appealing feature is that many of them allow for creativity, such as the Digital Music Master which lets you create your own music or Droid Works, which lets you create your own robot. There are plenty of programs to help children develop basic skills in math, science, and reading. Most of these programs are for children in pre-school through about 6th grade. There were no upper-level math and science programs, although older students and adults could often be seen using programs designed for younger children, such as iSpy.

I had a little difficulty learning to use Digital Music Master and DroidWorks at first, while the other programs were self-explanatory. Every computer had a User’s Guide lying next to it with instructions on how to use each program that was on that particular computer. I did not want to waste too much time on DroidWorks, so as soon as I got to a place where I couldn’t figure out what to do next, I simply moved on to another program. Had I wanted to explore this program in-depth, I could have easily used the User’s Manual or asked a staff member for help, and indeed, that is what many visitors did.

Observations

I observed Cahner’s ComputerPlace on two separate occasions, to get a first-hand glimpse of how the center was being used. The point of these observations was not to quantify the number of people using the ComputerPlace or their average time spent there. Clearly, that would require a much more detailed study. The ComputerPlace has done more detailed studies on who is using what software by asking research participants to carry handheld GIS equipment while they are in the ComputerPlace. The staff can then determine which computers each person is using. I was not able to obtain access to this data. My observations were taken mainly to see if anyone was using the ComputerPlace at all and whether there was an equal distribution of ages and types of software used.

Wednesday, March 23, 2:00-3:00 P.M.When I first entered the facility, there were only about three middle-schoolers there, using the Best Software for Kids. Shortly thereafter, two adults came with two pre-schoolers. The mother helped her children at the pre-school area, while the father played with some of the more advanced software on his own. The family stayed for almost the entire time I was there. After a nearby electricity presentation let out, a few middle-schoolers ran in, spent a few minutes on the Creativity computers, and then ran out when one of they boys wanted to leave, although the other boys were clearly engrossed in what they were doing. I also observed about three adults come in by themselves. They used the A.I. computers to play Mancala for about half an hour. There were also a few children and adults using the music and sound computers. At the peak of my time in the ComputerPlace, there were about 20 people present. There was never a time when all the computers were in use. Nobody asked any of the employees for help and no one went to the demonstration counter to see what the volunteer there was doing (he was using the West Point Bridge Design program on a large screen).

Wednesday, March 30, 10:30-11:30 A.M.When I first walked in, there were only three adults in the room: one on the creativity station, one on the music station, and one on Best Software for Kids. There were two staff members playing or working on computers. There was no one at the demonstration counter and there was nothing on the big screen, except for information on doing your taxes online. At 10:45, three elementary-aged girls and one adult entered and started using the creativity station. A few minutes later, four middle-school-aged students entered and started using the Best Software for Kids. By 11:00, there were about 20 people in the room. At 11:05, some teenagers and adults entered and started playing Droid Works in the Creativity center. At 11:10 most of these people left and there were just six young children with a chaperone and two middle schoolers left. By 11:30, the only person in the room was one adult who had been there since the time I started observations.

On both occasions, I observed mostly children from pre-school through about junior high school, and then some adults. There was a clear lack of high school student use. From my experience working at the museum, I hypothesize that this is because a) there are fewer field trips for high school students than for younger students and b) the high school students, if they are given time to wander, usually do something non-academic (such as go to the cafeteria). I also hypothesize that many of the home-schooled children would use the ComputerPlace more than children on school field trips, since the field trips are usually rushed, with little time given for exploration on one’s own. I think the ComputerPlace seems to be used mostly by parents with home-schooled children or pre-school children. Perhaps it is also used by parents and children during school vacation or on weekends (I was not able to observe the ComputerPlace on a non-school day).

One noticeable trend I saw was that people generally used computers alone, as opposed to in school settings, where they are often asked to work in teams. Due to the large number of computers and small number of people in the ComputerPlace, there is no reason for people to “double-up” on a computer. Perhaps during more crowded times this may happen more often. Working alone provides for a different type of learning than group learning. While working in groups may provide opportunities for learning through social interaction, at least by working alone, each individual is free to pursue his or her own personal goals for their time in the ComputerPlace.

While the ComputerPlace was very obviously meeting its goal of providing a wide variety of educational software, I did not observe them meeting their goals of providing demonstrations of computer gadgets or hands-on activities. The staff members told me that they do indeed do demonstrations of hardware, such as dissembling a piece of hardware to see how it works inside, but these activities only happened at busier times. The only activity I saw laying out was a worksheet on bitmaps (Appendix C). I would have to say that the first goal of the ComputerPlace was taking priority over the other two, at least during the times of my observations.

The Future of the ComputerPlace

I spoke to Kim Zern, manager of the ComputerPlace, about the educational philosophy behind it. She sees the ComputerPlace as having several functions, of which the most important is let children explore learning through computers. It also serves as a resource center for parents and students to try out software before purchasing it. Parents who home-school their children may also stay for lengthier periods of time to use the software as part of their home-school curriculum. Kim believes the ComputerPlace is reaching its current goals and there have been no major complaints about it.However, when the ComputerPlace first opened in the 1980s, just having computers to use was a novelty in itself. Nowadays, the most common complaintfrom parents is, “We can do this at home.” In many ways this is true. Any parent who had the money could certainly set up a computer with the software they desired in their own home. Even the accessories that go with the music and sound computers can be purchased commercially. The main reason the ComputerPlace still is an attraction is that not everyone does have the money or desire to buy all the hardware and software used in the ComputerPlace. However, the purpose of museums is supposed to be to showcase objects (art, historical artifacts, or science exhibits) that cannot normally be reproduced in homes or schools. Granted, there are some science exhibits that have been reproduced in other settings (e.g., a flume, an earthquake simulator table), but not without a significant investment of time and expense.