The convening in each country brought together a robust mix of informal science practitioners, research scientists and experts in digital media. The meetings were designed in a workshop format in which the expertise of the participants, and the leadership team, were drawn upon to better understand the role of body movement in learning; as well as share strategies for measuring the impacts of informal STEM experiences on young children whose language skills may be limited.
Through the research design scenario activity in particular research – practice teams were able to concretely work through a process in which they applied their joint expertise to design a small study that could potentially be investigated in the future. This proved to be an excellent stimuli to deepen an understanding of then need for empirical work to inform the design of full body movement and sensory experiences in the development of exhibits for young children.
Preliminary analysis of attendee surveys, before and after convenings, suggested that two important changes occurred. First, informal learning educators reported that their awareness of and interest in embodied learning increased because of the meetings. Second, researchers who had not worked extensively in informal learning spaces concluded that it was a rich and appropriate context in which to think about embodied cognition and learning.
View the post-convening survey responses for the US and UK Move2Learn convenings.