Visitor to Visitor Learning: Setting up Open-Ended Inquiry in an Unstaffed Space

Abstract

Using the case study of an unstaffed, interactive making space at the Portland Museum of Art, this article explores the potential for museums to facilitate visitor to visitor learning without the in-person assistance of a gallery educator. It offers concrete steps to design activities, environments, and supporting resources which prompt close looking and deep engagement. It also highlights challenges and opportunities in defining and evaluating this type of open-ended and visitor-directed learning, which may look very different from other types of gallery teaching.

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