Abstract
This is an in-depth case study of the National September 11 Memorial & Museum (9/11 Memorial) as an alternative learning space. The study explores the unique pedagogical and andragogical practices, technology use, and physical space characteristics that contribute to authentic learner engagement and connection with educational material. The research reveals that 9/11 Memorial leverages its unique resources, such as authentic artifacts and the physical location at Ground Zero, to create a reflective and empathetic learning environment. The study also highlights the museum’s use of contemporary technologies to connect learners across space and time, and the role of the museum’s physical layout in fostering an authentic learner experience. The virtual educational offerings of 9/11 Memorial are also examined, revealing their potential to extend the reach of the museum’s programs to learners who would otherwise not be able to engage with the memory of the 9/11 attacks. This dissertation presents the first case study in a larger body of work seeking to develop a grounded theory and model for understanding and analyzing alternative learning spaces. The findings of this study contribute to the understanding of how alternative learning spaces can be effectively utilized for educational purposes and provide insights for future research and practice in this area.
Presenters
Owen EggerTeacher, De Anza Middle School, Ontario-Montclair School District, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—The Future of Museum Narratives
KEYWORDS
Alternative Learning Spaces, Technology Use, Physical Space, Virtual Educational Offerings
