While on a cross-country trip a few years ago, I stopped at Little Bighorn Battlefield National Monument and had a revelation. It was a few days before the nearby Sturgis Motorcycle Rally was to begin, and the parking lot was filled with motorcycles. Some of the bikes were occupied by their riders, still clad in leather, helmets on handlebars, and minds intently focused on the interpretive brochures in their hands. Other bikes stood empty as their owners wandered through the visitor center and the grounds reading exhibits and interpretive signs. Apparently these bikers were interested in U.S. history. In my nearly 30 years of designing educational experiences for locations such as this, it had never occurred to me to ask bikers about their interests or what kinds of interpretive experiences would capture their attention and inspire them to visit. Because of my unacknowledged stereotypes I just hadn’t placed bikers and interpretation together.
why [has] technology, to date, had very little impact on improved learning outcomes? This could be because we continue to use technology to reinforce 19th century teaching practice to meet out-dated assessment models. Most of the world’s curriculum and assessment systems are based around fact recall rather than actually demonstrating that you have learned something and can deploy it within a problem-solving situation.